Differential Teacher Effectiveness: Towards a model for research and teacher appraisal

Oxford Review of Education

Volumn 29, Issue 3, 2003, Pages 347-362

  Campbell, R J ^a   Kyriakides, L ^b   Muijs, R D ^b   Robinson, W ^b  

^a UNIVERSITY OF WARWICK   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141818385     PISSN: 03054985     EISSN: None     Source Type: Journal    
DOI: 10.1080/03054980307440     Document Type: Review

References (76)

1. ANDERSON, R., GREEN, M. & LOEWEN, P. (1988) Relationships among teachers and pupils' thinking skills, sense of efficacy and pupil achievement, Alberta Journal of Educational Research, 17, pp. 86-95.
2. APPLE, M. (1986) Teachers and Texts: a political economy of class and gender (London, Routledge).
3. ASKEW, M., RHODES, V., BROWN, M., WILLIAM, D. & JOHNSON, D. (1997) Effective Teachers of Numeracy: report of a study carried out for the Teacher Training Agency (London, Kings College London School of Education).
4. ATL (ASSOCIATION OF TEACHERS AND LECTURERS) (1999) Meeting the Challenge of Change, Comment (London, ATL).
5. BAJUNID, I. (2000) Rethinking the work of teachers and school leaders in an age of change, in: C. DAY, A. FERNANDEZ, T.E. HAUGUE & J. MOLLER (Eds) The Life and Work of Teachers (London, Falmer).
6. BALL, S. (1998) Performativity and fragmentation in 'postmodern schooling', in: J. CARTER (Ed.) Postmodernity and the Fragmentation of Welfare (London, Routledge).
7. BENNETT, S.N. (1976) Teaching Styles and Pupil Progress (London, Open Books).
8. BERA (BRITISH EDUCATIONAL RESEARCH ASSOCIATION) (2001) Report on the methodological seminar on Hay McBer enquiry into teacher effectiveness, Research Intelligence, 76, pp. 5-9.
9. BERLAK, A. & BERLAK, H. (1981) Dilemmas of Schooling: teaching and social change (London, Methuen).
10. BORICH, G.D. (1996) Effective Teaching Methods, 3rd edition (New York, Macmillan).
11. BROPHY, J. & GOOD, T.L. (1986) Teacher behaviour and pupil achievement, in: M.C. WITTROCK (Ed.) Handbook of Research on Teaching (New York, Macmillan).
12. BROWN, S. & McINTYRE, D. (1993) Making Sense of Teaching (Buckingham, Open University Press).
13. CALDWELL, J.B. & SPINKS, M.J. (1992) The Self-managing School (London, Falmer Press).
14. CAMPBELL R.J. & NEILL, S.R. STJ. (1994) Primary Teachers at Work (London, Routledge).
15. CARLGREN. I. (1994) Curriculum as social compromise or accident, in: D. KALLOS & S. LINDBLAD (Eds) New Policy Contexts for Education, Educational Report 42 (Umea University, Sweden).
16. CLAPAREDE, E. (1911) Psychologie de l'enfant et pedagogie experimentale, Experimental Pedagogy and the Psychology of the Child, trans. from 4th edition (London, Edward Arnold).
17. COOPER, P. & McINTYRE, D. (1996) Effective Teaching and Learning: teachers' and pupils' perspectives (Buckingham, Open University Press).
18. CREEMERS, B.P.M. (1994) The Effective Classroom (London, Cassell).
19. DAY, C. (2000) Stories of change and professional development: the costs of commitment, in: C. DAY, A. FERNANDEZ, T.E. HAUGUE & J. MOLLER (Eds) The Life and Work of Teachers (London, Falmer).
20. DEMPO, M. and GIBSON, S. (1985), Teachers' sense of efficacy: an important factor in school achievement, The Elementary School Journal, 86, pp. 173-184.
21. DFEE (1998) Green Paper, Cm 4164, Teachers: facing the challenge of change (London, Stationery Office).
22. DFES (2000) A Model of Teacher Effectiveness, Report by Hay McBer to the Department for Education and Employment. www.dfes.gov.uk/teachingreforms/leadership/mcber/0l.shtml
23. DOYLE, W. (1986) Classroom organization and management, in: M.C. WITTROCK (Ed.) Handbook of Research on Teaching (New York, Macmillan).
24. EVERSTON, C.M., ANDERSON, C., ANDERSON, L., & BROPHY, J. (1980) Relationships between classroom behaviour and pupil outcomes in junior high math and English classes, American Educational Research Journal, 17, pp. 43-60.
25. FENNEMA, E. & LOEF FRANKE, M. (1992) Teachers' knowledge and its impact, in: D.A. GROUWS (Ed.) Handbook of Research on Mathematics Teaching and Learning (New York, Macmillan).
26. GAGE, N.L. (1996) Confronting counsels of despair for the behavioral sciences, Educational Researcher, 25, 3, pp. 5-15.
27. GALTON, M. & SIMON B. (1980) Progress and Performance in the Primary Classroom (London, Routledge).
28. GALTON, M. (1987) An ORACLE chronicle: a decade of classroom research, Teaching and Teacher Education, 3, 4, pp. 299-313.
29. GALTON, M., HARGREAVES, L., COMBER, C., WALL, D. WITH PELL, A. (1999) Inside the Primary Classroom, 20 Years on (London, Routledge).
30. GIPPS, C. (1996) What we Know about Effective Primary Teaching (London, Routledge).
31. GIPPS, C., McCALLUM, B. & HARGREAVES, E. (2000) What Makes a Good Primary Teacher? Expert Classroom Strategies (London, RoutledgeFalmer).
32. GOLDSTEIN, H. (1995) Multi-level Statistical Models (London, Arnold).
33. GOOD, T.L., GROUWS, D.A. & EBMEIER, D. (1983) Active Mathematics Teaching (New York, Longman).
34. GRIFFIN, G.A. & BARNES, S. (1986) Using research findings to change school and classroom practice: results of an experimental study, American Educational Research Journal, 23, 4, pp. 572-586.
35. HARRIS, A. (2001) Department improvement and school improvement: a missing link? British Educational Research Journal, 27, 4, pp. 477-486.
36. HEXTALL, I. & MAHONY, P. (1998) Effective Teachers, Effective Schools (London, Biddles).
37. HOPKINS, D. & REYNOLDS, D. (2001) The past, present and future of school improvement:towards the third age, British Educational Research Journal, 27, 4, pp. 459-476.
38. ILO (INTERNATIONAL LABOUR ORGANISATION) (1991) Teachers: challenges of the 1990s. Second joint meeting on Conditions of Work of Teachers (Geneva, ILO).
39. KATZENMEYER, M. & MOLLER, G. (2001) Awakening the Sleeping Giant: helping teachers develop as leaders (Thousand Oaks, CA, Corwin).
40. KLETTE, K. (2000) Working time blues: how Norwegian teachers experience restructuring in education, in: C. DAY, A. FERNANDEZ, T.E. HAUGUE & J. MOLLER (Eds) The Life and Work of Teachers (London, Falmer).
41. KOLB, D. (1973) Toward a Typology of Learning Styles and Learning Environments: an investigation of the impact of learning styles and discipline demands on the academic performance, social adaptation and career choices of MIT seniors (Cambridge MA, MIT Press).
42. KYRIAKIDES, L., CAMPBELL, R.J. & GAGATSIS, A. (2000) The significance of the class-room effect in primary schools: an application of Creemers' comprehensive model of educational effectiveness, School Effectiveness and School Improvement, 11, 4, pp. 501-529.
43. KYRIAKIDES, L., CAMPBELL, R.J. & CHRISTOFIDOU, E. (2003) Generating criteria for measuring teacher effectiveness through a self-evaluation approach: a complementary way of measuring teacher effectiveness, School Effectiveness and School Improvement, 13, 3, pp. 291-325.
44. LABAREE, D.F. (1998) Educational researchers: living with a lesser form of knowledge, Educational Researcher, 27, 8, pp. 4-12.
45. LAWN, M. (1995) Restructuring teaching in the USA and England: moving towards the differentiated, flexible teacher, Journal of Education Policy, 10, 4, pp. 347-360.
46. MACBEATH, J. (1999) Schools Must Speak for Themselves: the case for school self-evaluation (London, Routledge).
47. MEDLEY, D. (1979) The effectiveness of teachers, in: P. PETERSON & H. WALBERG (Eds) Research on Teaching: concepts, findings and implications (Berkeley, CA, McCutchan).
48. MEDWELL, J., POULSON, L. & WRAY, D. (1998) Effective Teachers of Literacy: a report of a research project commissioned by the Teacher Training Agency (Exeter, University of Exeter School of Education).
49. MERSON M.W. (2000) Teachers and the myth of modernisation, British Journal of Educational Studies, 48, 2, pp. 155-169.
50. MORTIMORE, P., SAMMONS, P., STOLL, L., LEWIS, D. & ECOB, R. (1986) School Matters (Wells, Open Books).
51. MUIJS, D. & REYNOLDS D. (2000) Effective Mathematics Teaching: Year 2 of a Research Project. Paper given at the International Congress for School Effectiveness and School Improvement, Hong Kong, January.
52. MUIJS, D. & REYNOLDS, D. (2001) Effective Teaching: evidence and practice (London, Sage).
53. NUT (NATIONAL UNION OF TEACHERS) (1999) Teaching at the Threshold (London, NUT).
54. OECD (1990) The Teacher Today: tasks, conditions, policies (Paris, OECD).
55. OFSTED (2001) Standards and Quality in Education, Annual Report of Her Majesty's Chief Inspector of Schools (London, OfSTED).
56. OSBORNE, M., McNESS, E. & BROADFOOT, P., WITH POLLARD, A. & TRIGGS P. (2000) What Teachers Do (London and New York, Continuum Books).
57. PRICEWATERHOUSECOOPERS (2001) Teacher Workload Study, www.teachernet.gov.uk/ remodelling
58. REYNOLDS, D., SAMMONS, P., STOLL, L., BARBER, M. & HILLMAN, J. (1996) School effectiveness and school improvement in the United Kingdom, School Effectiveness and School Improvement, 7, 2, pp. 133-158.
59. REYNOLDS, D. & MUIJS, R.D. (1999) The effective teaching of mathematics: a review of research, School Leadership and Management, 19, 3, pp. 273-288.
60. RICHARDS, C. (2001) School Inspection: a critique (Northampton, Philosophy of Education Society).
61. ROBINSON, W. (forthcoming 2004) Power to Teach (London, Woburn Press).
62. ROSENSHINE, B. (1971) Teaching Behaviours and Pupil Achievement (London, NFER).
63. ROSENSHINE, B. (1979) Content, time and direct instruction, in: P.L. PETERSON & H.J. WALBERG (Eds) Research on Teaching (Berkeley, CA, McCutchan).
64. ROSENSHINE, B. (1987) Direct Instruction, in: M. DUNKIN (Ed.) Teaching and Teacher Education (Oxford, Pergamon).
65. ROSENSHINE, B. & FURST, N. (1973) The use of direct observation to study teaching, in: R.M.W. TRAVERS (Ed.) Second Handbook of Research on Teaching (Chicago, IL, Rand McNally).
66. ROSENSHINE, B. & STEVENS, R. (1986) Teaching functions, in M.C. WITTROCK (Ed.) Handbook of Research on Teaching (New York, Macmillan).
67. SCHEERENS, J. & BOSKER, R. (1997) The Foundations of Educational Effectiveness (Oxford, Pergamon).
68. SHULMAN, L. (1987) Knowledge and teaching: foundations of the new reform, Harvard Educational Review, 57, 1, pp. 1-22.
69. SULTANA, R. (1994) Conceptualising teachers' work in a uniting Europe, Compare, 24, 2, pp. 171-182.
70. TEDDLIE, C. & REYNOLDS, D. (2000) The International Handbook of School Effectiveness Research (London, Falmer).
71. TEDDLIE, C. & STRINGFIELD, S. (1993) Schools Make a Difference: lessons learned from a ten year study of school effects (New York, Teachers College Press).
72. TEDESCO, J.C. (1997) Enhancing the role of teachers, in: C. DAY, D. VAN VEEN, D. & S. WONG-KOOI (Eds) Teachers and Teaching: international perspectives on school reform and teacher education (Leuven and Apeldoorn, Garant).
73. WATKINS, C. & MORTIMORE, P. (1999) Pedagogy: what do we know? in: P. MORTIMORE (Ed) Understanding Pedagogy and its Impact on Learning (London, Paul Chapman).
74. WITTROCK, M.C. (1986) (Ed.) Handbook of Research on Teaching (New York, Macmillan).
75. WRIGHT, S.P., HORN, S.P. & SANDERS, W.L. (1997) Teacher and classroom context effects on pupil achievement: implications for teacher evaluation, Journal of Personnel Evaluation in Education, 11, pp. 57-67.
76. YAIR, G. (1997) When classrooms matter: implications of between-classroom variability for educational policy in Israel, Assessment in Education, 4, 2, pp. 225-248.