Integrating teacher education effectiveness research into educational effectiveness models

Scheerens, Jaap; Blömeke, Sigrid

doi:10.1016/j.edurev.2016.03.002

Cited by 45 publications

(35 citation statements)

References 34 publications

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“…During recent decades research has been able to show that the classroom level is more important for student results than the school level, and that teachers vary systematically in effectiveness (Muijs et al, 2014). Despite the convincing evidence that teacher quality is crucial for student success, there is yet no agreement on which teacher characteristics are of the greatest importance for student learning outcomes (Darling-Hammond, 2006;Gustafsson, 2003;Hattie, 2009;Rivkin, Hanushek, & Kain, 2005;Scheerens & Blömeke, 2016). Traditionally in educational research, teacher quality has been measured by formal qualifications and experience.…”

Section: Introductionmentioning

confidence: 99%

“…teacher self-efficacy beliefs. However, according to Scheerens and Blömeke (2016), teacher quality is a multi-faceted construct, comprising both cognitive (knowledge) and non-cognitive aspects (beliefs, attitudes etc.). Therefore, relating indicators from both aspects of teacher quality to student outcomes may provide a more precise explanation for variation in teacher effectiveness (Goe, 2007;Cochran-Smith & Zeichner, 2005).…”

Section: Introductionmentioning

confidence: 99%

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The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

2019

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This study explores how aspects of teacher quality are related to student achievement and students' perceptions of instructional quality on the basis of eighth grade TIMSS 2011 data for Sweden. Indicators of teacher quality are coursework in mathematics as measured by the number of semesters of studying mathematics, years of teaching experience and teacher self-efficacy beliefs. The study employs confirmatory factor analysis and structural equation modelling as primary methods. Results indicate that teachers with higher self-efficacy beliefs were rated by students as delivering higher instructional quality. However, this was not reflected in student achievement levels. Instead, with student socioeconomic and immigrant background under control, there was a significant positive relationship between coursework in mathematics and student mathematic achievement levels, as well as between student perceptions of instructional quality and achievement. Relations between teaching experience and student achievement followed a non-linear pattern, with the effect of teaching experience increasing up to 19 years and declining afterwards.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

2019

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“…This is also important as a foundation for research on the effectiveness of teacher education. Research should first confirm that the measures of knowledge are relevant for teachers' job success before using them as outcome measures in evaluation studies in order to substantiate obtained results (Scheerens & Blömeke, 2016).…”

Section: Intensifying the Research Efforts In General And Regarding Ementioning

confidence: 97%

“…Standards could be introduced or revised to reflect the presented evidence that a profound knowledge in important areas of general pedagogy is key to professional teaching (Révai, 2018[170]; Santelices and Taut, 2011 [171]). Even though standards exist in many countries for teachers, it is concerning that this is sometimes missing for teaching staff in other settings such as teacher education and higher education.…”

Section: Setting Pedagogical Knowledge As a Common Standard For Teachmentioning

confidence: 99%

“…Teacher evaluations are increasingly used not just for licensing teachers but also as a measure to ensure that in-service teachers meet recent requirements for the jobs (Santelices and Taut, 2011 [171]; Tuytens and Devos, 2011 [185]). Given the rapid changes in the classroom (including increasing diversity and multiculturalism, curricular reforms, new technologies, research and approaches), it seems necessary for teachers to continuously update their professional knowledge.…”

Section: Laying the Foundation For A Good Entry Level And A Career-lomentioning

confidence: 99%

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The relevance of general pedagogical knowledge for successful teaching

Ulferts

2019

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

Mejía‐Rodríguez

Kyriakidēs

2022

Review of Education

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Meta‐analysis comprises a powerful tool for synthesising prior research and empirically validating theoretical frameworks. Using this tool and two recent multilevel models of educational effectiveness as guiding frameworks, this paper synthesises the results of 195 studies investigating the association between system‐level characteristics and student learning outcomes. Results show a broad range of system‐level factors studied in the international literature, which could be grouped into the three categories used in the integrated multilevel model of education: antecedents determined by the larger societal context, including factors such as level of development, inequality and societal values; system ecology and structural reform, covering factors such as decentralisation, accountability and stratification; and direct educational policies, including financial resources, time resources and variables related to teacher training and qualifications. Results highlight the importance of the larger context in which educational systems operate, as well as the need for further research looking at actual educational policies. Further analyses provide support for a generic effect of system‐level factors, regardless of the educational level or subject domain assessed. However, results show variation in terms of methodological choices, such as the number of levels used in the analysis. Based on these results, implications for theory, research, and policy are drawn.

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Integrating teacher education effectiveness research into educational effectiveness models

Cited by 45 publications

References 34 publications

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

The relevance of general pedagogical knowledge for successful teaching

What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

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