What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement

Stronge, James H.; Ward, Thomas J.; Grant, Leslie

doi:10.1177/0022487111404241

Cited by 401 publications

(317 citation statements)

References 43 publications

(43 reference statements)

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“…The second aim is that classroom management contributes to the pupils' social and moral development, which means that it aims to develop the pupils academically and socially. The American researchers Stronge et al (2011) state that teachers have major influence on pupils' learning, and use as the point of departure for their study the question of what makes a teacher 'good'. The findings in the study, which also relates the teachers' teaching to pupils' learning, is that the manner in which the teacher manages the class, and the teacher's personal qualities and relations to the pupils, are the most important factors in the work on learning in school.…”

Section: Introductionmentioning

confidence: 99%

Classroom Management: What Does Research Tell Us?

Postholm

2013

European Educational Research Journal

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The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral development. During an early phase, classroom management focused on pupil behaviour and discipline, and was rooted in a behaviourist understanding. This article shows that classroom management is now more about understanding the class as a social system. The findings show that several factors and conditions influence classroom management: the self-understanding of teachers and their mindfulness, the multicultural classroom, behaviour management, lack of knowledge on classroom management, knowledge of physical and social context, rules, relations and commitment, person-centred versus teacher-centred classroom management, an ecological perspective on classroom management and classroom management in connection with motivation and learning. The review article states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.

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Section: Introductionmentioning

confidence: 99%

Classroom Management: What Does Research Tell Us?

Postholm

2013

European Educational Research Journal

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“…With increasing links being made between a country's economic competitiveness and its levels of educational achievement, politicians and policy-makers are keen to identify a recognised formula for success. The importance of teachers and the quality of teaching in student achievement have figured prominently in recent studies, with particular interest in research exploring teacher effectiveness in the hope of pinpointing the skills and qualities displayed by the 'effective teacher' (for example, Darling-Hammond 2005, Stronge et al 2011). …”

Section: The Importance Of Capturing the Quality Of Teaching And Teacmentioning

confidence: 99%

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

O’Leary

Wood

2016

Professional Development in Education

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Attempts to measure the quality of teaching and learning have resulted in an overreliance on quantitative performance data and the normalisation of a set of reductionist practices in England's further education sector in recent years. Focusing on lesson observation as an illustrative example and drawing on data from a national study, this article examines the application of observation and its impact on further education teachers' practice. In viewing lesson observation through a complexity theory lens and contextualising it against the wider neoliberal backdrop of the marketisation of education, we seek to critique the inadequacies of current reductionist approaches to teacher evaluation, whilst simultaneously opening up a debate regarding the consequences of seeing classrooms as complex adaptive systems. In focusing on performative models of lesson observation in particular, the article exposes what we perceive as some of the epistemological and methodological shortcomings of neoliberalism in practice, but also offers an alternative way forward in dealing with the contested practice of evaluating the quality of teaching and learning.

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“…Indeed, excellent teachers themselves refer to the fact that their professionalism acquired through hard work and gradual development of both knowledge and experience (Buckingham & Clifton, 2001;Vallance 2003). They gain their expertise and manifest their excellence using formal research, collaborative inquiry and reflection on their personal experience (Grieve, 2010;Stronge, Ward, & Grant, 2011;Thornton, 2010). Based on the assumption that teacher's excellence can be acquired, countries all over the world focus on a wide systemic reform designed to promote professional development processes and provide financial incentives to teachers who meet the criteria of excellence-high quality performance and knowledge.…”

Section: Who Is An Excellent Teacher and How His Excellence Manifests?mentioning

confidence: 99%

People with Disabilities and the Formation of the Basic Education Teacher: A Study of Brazilian Reality

Grossi¹,

Oliveira²,

Barbosa³

et al. 2016

JEHD

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Teachers' professional development has the power to improve teaching quality and student learning, and depends highly in teachers' self-motivation. This qualitative study aim to analyze the professional development processes of excellent teachers and the manifestation of their excellence in work. The paper describes the excellent teachers' professional development processes along four phases in their career: preservice training, teacher induction, ongoing professional development, and future development. Within each phase of teacher's career, different external and internal factors found to facilitate the development of their excellence. Their professional excellence manifests in four hierarchical levels of influence: the students, the school, the district, and the community. Understanding the professional development processes of excellent teachers can assist to broaden understanding of the factors that facilitate teacher excellence, to promote teacher's growth and teaching quality. It can help decision-makers in identifying teachers who show promise towards excellence and adjust the incentives to promote their excellence.

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What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement

Cited by 401 publications

References 43 publications

Classroom Management: What Does Research Tell Us?

Classroom Management: What Does Research Tell Us?

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

People with Disabilities and the Formation of the Basic Education Teacher: A Study of Brazilian Reality

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