Teacher influences on student achievement.

Brophy, Jere

doi:10.1037/0003-066x.41.10.1069

Cited by 665 publications

(689 citation statements)

References 43 publications

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“…Brophy and Good, 1986;Walberg, 1986 andWittrock, 1986) and, in addition to research on teaching behaviour, much has been written about effective teaching skills (e.g. Wragg, 1984;Kyriacou, 1986;Clark and Peterson, 1986).…”

Section: Teacher Effectiveness and Pupil Attainmentmentioning

confidence: 99%

Variations in Teachers' Work, Lives and Effectiveness

Day¹,

Stobart²,

Sammons³

et al. 2006

PsycEXTRA Dataset

205

178

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Section: Teacher Effectiveness and Pupil Attainmentmentioning

confidence: 99%

Variations in Teachers' Work, Lives and Effectiveness

Day¹,

Stobart²,

Sammons³

et al. 2006

PsycEXTRA Dataset

205

178

View full text Add to dashboard Cite

“…Enthusiastic teaching is a "particular effective mode of delivering information to students" (Kunter et al, 2008, p. 469) and describes teachers' expressive style and generally energetic, animated, and inspiring teaching (Babad, 2007;Brophy & Good, 1986;Murray, 2007). Enthusiastic teaching is considered an element of high-quality teaching and is predictive of student outcomes, particularly of affective and motivational outcomes such as enjoyment (Frenzel, Goetz, L€ udtke, Pekrun, & Sutton, 2009; and interest (Frenzel, Goetz, Pekrun, & Watt, 2010;Keller, Goetz, Becker, Morger, & Hensley, 2014).…”

Section: Instructional Processesmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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“…As such, we believe that teachers' instructional qualities and the school culture can elicit academic self-discipline in students. Studies have also shown that learners achieve better when their teachers emphasise academic goals in establishing high expectations, use effective classroom management strategies and high quality instructional strategies to maximise the time spent on-task, and sustain a scholastic culture (Rosenshine, 1983;Brophy, 1986;Hill, Rowan, & Ball, 2005;MacNeil, Prater & Busch, 2009;Baumert, Kunter, Blum, Brunner, Voss, Jordan & Tsai, 2010). It is therefore interesting to study how teachers' classroom management, instructional qualities and expressed expectations, as well as the value students place on school as an institution, affect students' academic self-discipline, assuming that teachers' work do in fact influence students' self-discipline.…”

Section: Introductionmentioning

confidence: 99%

Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland

Arnesen

Elstad

Christophersen

2017

NJCIE

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School learners can struggle with setting and striving for objectives that require sustained academic selfdiscipline. We believe that teachers' instructional qualities and school culture are factors that can successfully elicit students' self-discipline in their academic work. This study explores and compares factors related to students' academic self-discipline among Norwegian and Finnish youths at the upper secondary level. The Finnish students' excellent results on international comparative tests have led many commentators to consider the Finnish model of education very worthy of emulation. Another reason to compare these two groups is that Finnish and Norwegian classrooms differ in their levels of in-class Internet access and computer use for learning purposes. From this perspective, it is interesting to compare empirical associations between instructional factors (as well as students' school appreciation) and students' academic selfdiscipline. The instructional factors in our theoretical model were teachers' classroom management, teaching quality, teachers' expressed expectations and the value students placed on the school as an institution. A total of 1433 urban Finnish and Norwegian upper secondary students in general study programmes participated in our cross-sectional questionnaire. We used structural equation modelling for our analysis, and the results show that the associations between instructional qualities (quality instruction, classroom management and high expectations) and academic self-discipline are overall stronger in the Finnish sample than the Norwegian sample. However, students' appreciation for school was more highly associated with academic self-discipline in Norway than in Finland. Furthermore, the associations between in-class Internet access and motivational conflict were clearly higher in the Norwegian sample than in the Finnish sample. In both samples, we found strong associations between motivational conflict and academic self-discipline. We also discuss the meaning of these results and their implications for research and practice.

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Teacher influences on student achievement.

Cited by 665 publications

References 43 publications

Variations in Teachers' Work, Lives and Effectiveness

Variations in Teachers' Work, Lives and Effectiveness

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland

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