Teacher Quality or Quality Teaching? Eighth Grade Social Studies Teachers’ Professional Characteristics and Classroom Instruction as Predictors of U.S. History Achievement

Fitchett, Paul G.; Heafner, Tina L.

doi:10.1080/19404476.2018.1514826

Cited by 29 publications

(20 citation statements)

References 64 publications

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“…TrQ is at times referred to with the descriptions, teacher qualification (Darling-Hammond, 2000), subject matter knowledge, experience (Fitchett & Heafner, 2018), psychological characteristics embodying teacher's inward attributes, intellectual capabilities, and distinctive traits (Rimm-Kaufman IJAE Page 100 & Hamre, 2010), degree level, certification, pedagogical content knowledge, professional knowledge, and teacher preparation, (Perez, 2013). See details in Table 1.…”

Section: Teacher Quality: a Concept With Many Perspectivesmentioning

confidence: 99%

“…Some of the contention on perceptions of the concepts are based on: the association of one concept's description with the other (Darling-Hammond et al, 2017;Fitchett & Heafner, 2018;Mitchell et al, 2001;Wang et al, 2011); whereas others are related to disagreement on the inappropriateness of some related measurement frames, (Ferguson, 2012;Gitomer & Zisk, 2015;Madu & Kuei, 1993;Perez, 2013); as well as erroneous criteria for, and links to the concepts, ; (Baier et al, 2018;Cochran-Smith & Fries, 2005;Kennedy, 2010;Mitchell et al, 2001;Rimm-Kaufman & Hamre, 2010); and also limitation in definition, (Darling-Hammond, 2000;Perez, 2013;Rimm-Kaufman & Hamre, 2010). For example, Rimm-Kaufman & Hamre (2010) focused the concept of TrQ on teacher-student interactions; and equated TrQ to an automated relational output of student achievement.…”

Section: Contention (Insight) Toward Understanding: Differences In How the Concepts Are Understoodmentioning

confidence: 99%

“…Details are found in Figure 3. The contribution to the relationships (emphasized differences), and corresponding roles identification are outlined below: possession of intersection/meeting point, and divergent points, (Fitchett & Heafner, 2018); complementary relationship-complementary role of TrQ on TgQ, (Sachs, 2016); question of path to TgQ with psychological and developmental processes fueling TrQ, (Rimm-Kaufman & Hamre, 2010); identifying role of each concept on the other, (Myburgh & Tammaro, 2013); TgQ as an existent dialogue with TrQ, (Perez, 2013); TgQ as a measure of TrQ, (Mitchell et al, 2001); TrQ as the skills and attributes related to TgQ, (Churchward & Willis, 2018); consenting duties of concepts in theory, (Perez, 2013); catalyst serving reaction of TrQ, for TgQ, (Hiebert & Stigler, 2017); signal of accuracy in association and use, (Perez, 2013); harmonious constructive cooperative positions of concepts, (Fitchett & Heafner, 2018); derivative positioning structure of the concepts to each other-TrQ to be a subdivision of TgQ, (Churchward & Willis, 2018); breaking down the embodiments of TgQ assisting to piece together/allowing understanding of the concept of TrQ (constituents of TrQ have an intertwining relationship in laying a foundation for TgQ), (Rimm-Kaufman & Hamre, 2010); TgQ redefined within TrQ, (Rimm-Kaufman & Hamre, 2010); and joint progress relationship-promotion of one: TrQ, enhances promotion of the other: TgQ, (Hiebert & Stigler, 2017;Rimm-Kaufman & Hamre, 2010). These relationships also stand to highlight the roles of the concepts in theory and toward each other.…”

Section: Other Purposes Of the Relationships Between Teaching Quality And Teacher Qualitymentioning

confidence: 99%

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The Conceptual Confusion of Teaching Quality and Teacher Quality, and a Clarity Pursuit

Aidoo

Luo

2021

IJAE.j.asia.edu

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This study aimed to establish and understand the conceptual confusion between teaching quality and teacher quality and design a path for their distinction. The study conducted searches on ERIC, ScienceDirect, JSTOR, Sage Journals, Sage Knowledge, Web of Science, and random Google search engine utilization for teaching quality, teacher quality, differences between teacher quality and teaching quality, and conceptual confusion. The study applied Gidden's structuration theory to foster clarity development amid conceptual confusion. The study also highlighted the relevance of the concepts' distinction, inter-relatability, and connecting boundaries and was guided by the research questions: how can the concepts be distinguished from each other? How can the conceptual confusion between them be cleared? The study discovered pathways to understand the conceptual differences through deconstruction, classification, and relationship and role pairing. The study discovered: differences do exist between the two concepts in content and realization; some of the relationships between the concepts serve as their explicit conceptual differentiators: some were discovered to possess purposes of linking the concepts, while some detached the concepts; the existing relationships also unveiled the deriving roles of the concepts on each other and in practice; and proposed a framework for their distinction and clarification. Implications for practice include enablement of professional development needs identification for teachers; clarification of areas for leadership coaching and mentoring of teachers; self-awareness creation for teachers in seeking professional growth; student achievement; school improvement and action research enhancement.

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Section: Teacher Quality: a Concept With Many Perspectivesmentioning

confidence: 99%

Section: Contention (Insight) Toward Understanding: Differences In How the Concepts Are Understoodmentioning

confidence: 99%

Section: Other Purposes Of the Relationships Between Teaching Quality And Teacher Qualitymentioning

confidence: 99%

See 1 more Smart Citation

The Conceptual Confusion of Teaching Quality and Teacher Quality, and a Clarity Pursuit

Aidoo

Luo

2021

IJAE.j.asia.edu

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“…There are many components that affect success in education. The primary component is the teacher factor (Çınkır & Kurum, 2015;Fitchett & Heafner, 2018;Pacaña et al, 2019). The teacher factor is discussed as a part of the education quality matter.…”

Section: Introductionmentioning

confidence: 99%

“…There is little research on out-of-field teaching in the field of social studies education (Conklin, 2012;Pacaña et al, 2019;Savage, 2019). However, while how teachers affect student success is a matter of debate among researchers, there are also limited studies examining the role of social studies teachers in increasing student success (Fitchett & Heafner, 2018;Savage, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Meaning of out-of-Field Teaching for Social Studies and Professional Experiences

Şimşek¹,

Öntaş²

2021

IOJES

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Researches about out-of-field teaching and out-of-field teaching in social studies are relatively limited in Turkey. This study aims to investigate what the social studies teachers from other fields think about out-of-field teaching and what their life experiences are as out-of-field social studies teachers. In the research, the case study method from qualitative research designs was used. The study group consists of 24 teachers who are working as social studies teachers in official secondary schools affiliated with the Ministry of National Education in the districts of Ankara province. During the data collection stage, a structured interview form was prepared by researchers based on literature and expert opinions. As we understand from the essential findings of the study, the opinions of social studies teachers who are teaching as out-of-field teachers may be supportive or adverse. The important thing is that there have been emerging opinions about increasing the quality of teachers.As one of the challenges of being an out-of-field teacher, participants bring forward the issue of lowering their tone to students' level, but it was found that usually there isn't much problem since the teachers transfer from similar fields. One of the prominent views is the idea of increasing the quality of out-of-field teachers by conducting professional development practices in their employment processes. Participants in the research stated that out-of-field education has a negative effect on the formation of a qualified education and that it is a difficult process for a teacher from outside the field to adapt to the current branch. The reason for this situation can be revealed with a new research (qualitative).

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“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

Woodcock

Nicoll

2022

Psychology in the Schools

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Teachers' beliefs in inclusive education can be highly significant in the success of inclusive classrooms resulting in the performance outcomes of students. Teachers' understandings and expectations of students are important if students are to reach their potential. This study investigated 182 Australian secondary teachers' beliefs about inclusive education in relation to their causal attributions toward students with specific learning disabilities. This study was a quantitative study that used a survey instrument to measure teachers' attributional responses to students with and without specific learning disabilities. The findings show that teachers who believe in inclusive education report to be more positive/encouraging in their feedback towards students, feel greater sympathy toward them, as well as hold higher expectations toward the future than their counterparts. Teachers need to believe in inclusive education if students are to reach their potential at school.

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Teacher Quality or Quality Teaching? Eighth Grade Social Studies Teachers’ Professional Characteristics and Classroom Instruction as Predictors of U.S. History Achievement

Cited by 29 publications

References 64 publications

The Conceptual Confusion of Teaching Quality and Teacher Quality, and a Clarity Pursuit

The Conceptual Confusion of Teaching Quality and Teacher Quality, and a Clarity Pursuit

The Meaning of out-of-Field Teaching for Social Studies and Professional Experiences

“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

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