Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

Abstract

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentanglingKEYWORDS: research design, meta-analysis, models of teaching and learning, process-product model, student learning, teaching effectiveness. This meta-analysis summarizes studies of the past decade that have investigated the effects of teaching on student learning. Thus, the focus is on the components of teaching in classrooms and their effects on student learning. One reason for conducting this meta-analysis in this time period was that recent models of teaching and learning should have influenced the findings of empirical studies. Consequently, prior meta-analyses needed to be updated. The second and equally important reason was to use meta-analysis to address potentially conflicting findings among studies.Accordingly, we based the meta-analysis on recent models of teaching and learning and distinguished among research designs. Thus, by being explicit about

Research on Interest in Science: Theories, methods, and findings

“…What is particularly important here is to examine the conditions in science instruction, as well as in out-of-school environments, that support cognitive learning gains and performance, as well as those that stimulate and further develop interest in science and technology (Seidel & Shavelson, 2007).…”

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

“…Scaffolding represents high quality support (e.g., Seidel and Shavelson 2007). The metaphor of scaffolding is derived from mother-child observations and has been applied to many other contexts, such as computer environments (Azevedo and Hadwin 2005;Cuevas et al 2002;Feyzi-Behnagh et al 2013;Rasku-Puttonen et al 2003;Simons and Klein 2007), tutoring settings (e.g., Chi et al 2001) and classroom settings (e.g., Mercer and Fisher 1992;Roll et al 2012).…”

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

“…These authors pointed out that each perspective constitutes a specific perception of the classroom with perspective-specific validities depending on the research context and, thus, has a specific value for describing classroom-teaching practices (Clausen, 2002;. Although it is desirable to use different perspectives for describing the complexity of the classroom REPRESENTATIONAL COMPETENCE IN BIOLOGY CLASSES 6 environment and its impact on student learning (Seidel & Shavelson, 2007), many studies rely on students' perceptions and ratings (Fraser, 2003;Seidel & Shavelson, 2007). Students have encountered a variety of teachers and teaching practices and asking them to rate these is economically applicable in the classroom (Clausen, 2002;De Jong & Westerhof 2001).…”