Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development

Teaching and Teacher Education

Volumn 25, Issue 1, 2009, Pages 12-23

  Kyriakides, L ^a   Creemers, B P M ^b   Antoniou, P ^a  

^a UNIVERSITY OF CYPRUS   (Cyprus)

^b UNIVERSITY OF GRONINGEN   (Netherlands)

Author keywords

Evaluation; Teacher education; Teacher effectiveness research; Teaching

Indexed keywords

EID: 57649094596     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2008.06.001     Document Type: Article

References (64)

1. Adams R.J., and Khoo S.T. Quest: The interactive test analysis system (1996), ACER, Camberwell, Victoria
2. Andrich D. A general form of Rasch's extended logistic model for partial credit scoring. Applied Measurement in Education 1 4 (1988) 363-378
3. Ball D.L., and Cohen D.K. Developing practice, developing practitioners: toward a practice-based theory of professional education. In: Darling-Hammond L., and Sykes G. (Eds). Teaching as the learning profession: Handbook of policy and practice (1999), Jossey-Bass, San Francisco 3-32
4. Berliner D. Expertise: the wonder of exemplary performances. In: Mangieri J., and Block C. (Eds). Creating powerful thinking in teachers and students: Diverse perspectives (1994), Harcourt Brace College, Fort Worth, TX 161-186
5. Billett S. Knowing in practice: reconceptualising vocational expertise. Learning and Instruction 11 (2001) 431-452
6. Bond T.G., and Fox C.M. Applying the Rasch model: Fundamental measurement in the human sciences (2001), Lawrence Erlbaum Associates, Mahwah, NJ
7. Borko H., Mayfield V., Marion S., Flexer R., and Cumbo K. Teachers' developing ideas and practices about mathematics performance assessment: successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education 13 (1997) 259-278
8. Brekelmans M., Sleegers P., and Fraser B. Teaching for active learning. In: Simons P.R.J., van der Linden J.L., and Duffy T. (Eds). New learning (2000), Kluwer Academic Publishers, Dordrecht 227-242
9. Brophy J., and Good T.L. Teacher behavior and student achievement. In: Wittrock M.C. (Ed). Handbook of research on teaching. 3rd ed. (1986), MacMillan, New York 328-375
10. Burry, J. A., & Shaw, D. (1988). Defining teacher effectiveness on a continuum: a Rasch model approach. Paper presented at the National Council on Measurement in Education, New Orleans, April, 1988.
11. Calderhead J., and Shorrock S.B. Understanding teacher education (1997), Falmer Press, London
12. Campbell R.J., Kyriakides L., Muijs R.D., and Robinson W. Differential teacher effectiveness: towards a model for research and teacher appraisal. Oxford Review of Education 29 3 (2003) 347-362
13. Corno L., and Snow R.E. Adapting teaching to individual differences among learners. In: Wittrock M.C. (Ed). Handbook of research on teaching. 3rd ed. (1986), MacMillan, New York 605-629
14. Creemers B.P.M. The effective classroom (1994), Cassell, London
15. Creemers B.P.M. Combining different ways of learning and teaching in a dynamic model of educational effectiveness. Journal of Basic Education 17 1 (2007)
16. Creemers B.P.M., and Kyriakides L. The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools (2008), Routledge, London
17. Dall'Alba G. Understanding professional practice: investigations before and after an educational program. Studies in Higher Education 29 (2004) 679-692
18. Dall'Alba G., and Sandberg J. Educating for competence in professional practice. Instructional Science 24 (1996) 411-437
19. Dall'Alba G., and Sandberg J. Unveiling professional development: a critical review of stage models. Review of Educational Research 76 (2006) 383-412
20. Day C. The importance of learning biography in supporting teacher development: an empirical study. In: Day C., Calderhead J., and Denicolo P. (Eds). Research on teacher thinking: understanding professional development (1993), Falmer Press, London 221-232
21. den Brok P., Bergen T., Stahl R.J., and Brekelmans M. Students' perceptions of teacher control behaviours. Learning and Instruction 14 (2004) 425-433
22. Dreyfus H.L., and Dreyfus S.E. Mind over machine: The power of human intuition and expertise in the era of the computer (1986), Free Press, New York
23. Flanders N. Analyzing teacher behavior (1970), Addison-Wesley, Reading, MA
24. Fraser B.J., Walberg H.J., Welch W.W., and Hattie J.A. Syntheses of educational productivity research. International Journal of Educational Research 11 (1987) 145-252
25. Gijbels D., Van de Watering G., Dochy F., and Van den Bossche P. New learning environments and constructivism: the students' perspective. Instructional Science 34 3 (2006) 213-226
26. Gilberts G.H., and Lignugaris-Kraft B. Classroom management and instruction competencies for preparing elementary and special education teachers. Teaching and Teacher Education 13 6 (1997) 597-610
27. Good T.L., and Stipek D.J. Individual differences in the classroom: a psychological perspective. In: Fenstermacher G.D., and Goodlad J.I. (Eds). Individual differences and the common curriculum (82nd yearbook of the National Society for the Study of Education, part 1 (1983), University of Chicago Press, Chicago 9-14
28. Gray J., Hopkins D., Reynolds D., Wilcox B., Farrell S., and Jesson D. Improving schools: Performance and potential (1999), Open University Press, Buckingham, UK
29. Green, K. E., & Frantom, C. G. (2002). Survey development and validation with the Rasch model. Paper presented at the International Conference on Questionnaire Development, Evaluation, and Testing. Charleston, SC, November 14-17, 2002.
30. Houtveen A.A.M., van de Grift W.J.C.M., and Creemers B.P.M. Effective School Improvement in Mathematics. School Effectiveness and School Improvement 15 3 (2004) 337-376
31. Johnson B. An organizational analysis of multiple perspectives of effective teaching: implications of teacher evaluation. Journal of Personnel Evaluation in Education 11 (1997) 69-87
32. Joyce B., Weil M., and Calhoun E. Models of teaching (2000), Allyn & Bacon, Boston
33. Killen R. Effective teaching strategies: Lessons from research and practice. 4th ed. (2007), Social Science Press, Thomson
34. Kirschner P.A., Sweller J., and Clark R.E. Why minimal guidance does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry based teaching. Educational Psychologist 41 2 (2006) 75-86
35. Kyriakides L. Generic and differentiated models of educational effectiveness: implications for the improvement of educational practice. In: Townsend T. (Ed). International handbook of school effectiveness and improvement (2007), Springer, Dordrecht, the Netherlands 41-56
36. Kyriakides L., and Creemers B.P.M. Using a multidimensional approach to measure the impact of classroom level factors upon student achievement: a study testing the validity of the dynamic model. School Effectiveness and School Improvement 19 2 (2008) 183-205
37. Marcoulides G.A., and Drezner Z. A procedure for detecting pattern clustering in measurement designs. In: Wilson M., and Engelhard Jr. G. (Eds). Objective measurement: Theory into practice Vol. 5 (1999), Ablex Publishing Corporation
38. Ministry of Education. The new curriculum (1994), Ministry of Education, Nicosia
39. Mislevy R.J., and Wilson M. Marginal maximum likelihood estimation for a psychometric model of discontinuous development. Psychometrica 61 (1996) 41-71
40. Muijs D., and Reynolds D. Effective teaching: evidence and practice (2001), Sage, London
41. Noble T. Integrating the revised Bloom's taxonomy with multiple intelligence: a planning tool for curriculum differentiation. Teachers College Records 106 1 (2004) 193-211
42. Opdenakker M.C., and Van Damme J. Effects of schools, teaching staff and classes on achievement and well-being in secondary education: similarities and differences between school outcomes. School Effectiveness and School Improvement 11 2 (2000) 65-196
43. Pellgrino J.W. Complex learning environments: connecting learning theory, instructional design, and technology. In: Seel N.M., and Dijkstra S. (Eds). Curriculum, plans, and processes in instructional design (2004), Lawrence Erlbaum Associates, Mahwah, NJ 25-49
44. Ponte P., Ax J., Beijard D., and Wubbels T. Teacher's development of professional knowledge through action research and the facilitation of this by teacher educators. Teaching and Teacher Education 20 (2004) 571-588
45. Romesburg H.C. Cluster analysis for researchers (1984), Lifetime Learning Publication and Wadsworth Inc, BelmontCalifornia
46. Rosenshine B. Teaching functions in instructional programs. The Elementary School Journal 83 4 (1983) 335-351
47. Rosenshine B., and Stevens R. Teaching Functions. In: Wittrock M.C. (Ed). Handbook of research on teaching. 3rd ed. (1986), Macmillan, New York 376-391
48. Sampson, S. O., & Bradley, K. D. (2004). Measuring factors impacting educator supply and demand: an argument for Rasch analysis. Paper presented at the American Educational Research Association Conference, San Diego, CA, April 2004.
49. Scheerens J., Glas C., and Thomas S. Educational evaluation, assessment and monitoring: a systemic approach (2003), Swets & Zweitlinger Publishers, Lisse
50. Schon D.A. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1987), Jossey-Bass, San Francisco
51. Schoenfeld A.H. Toward a theory of teaching in context. Issues in Education 4 1 (1998) 1-94
52. Shavelson R.J., Webb N.M., and Rowley G.L. Generalizability theory. American Psychologist 44 6 (1989) 922-932
53. Simons R.J., van der Linden J., and Duffy T. New learning (2000), Kluwer, Dordrecht, the Netherlands
54. Slater R.O., and Teddlie C. Toward a theory of school effectiveness and leadership. School Effectiveness and School Improvement 3 4 (1992) 247-257
55. In: Steffe L., and Gale J. (Eds). Constructivism in education (1995), Lawrence Erlbaum Associates, Inc, Hillsdale, N.J
56. Sternberg R.J., Forsythe G.B., Hedlund J., Horvath A.J., Wagner R.K., Williams W.M., et al. Practical intelligence in everyday life (2000), Cambridge University Press, New York
57. Teddlie C., and Reynolds D. The international handbook of school effectiveness research (2000), Falmer Press, London
58. Van Huizen P., Van Oers B., and Wubbels T. A Vygotskian perspective on teacher education. Journal of Curriculum Studies 37 3 (2005) 267-290
59. Wang W.C., and Cheng Y.Y. Measurement issues in screening outstanding teachers. Journal of Applied Measurement 2 2 (2001) 171-186
60. Wilson M. Measuring stages of growth: a psychometrical model of hierarchical development. (ACER occasional paper no. 19) (1985), Australian Council for Educational Research, Hawthorn, Australia
61. Wilson M. Saltus: a psychometric model of discontinuity in cognitive development. Psychological Bulletin 105 2 (1989) 276-289
62. Wright B.D., and Linacre J.M. Observations are always ordinal: measurements, however, must be interval. Archives of Physical Measurement and Rehabilitation 70 12 (1989) 857-860
63. Yen W. Scaling and performance assessments: strategies for managing local item dependence. Journal of Educational Measurement 30 (1993) 187-213
64. Zimowski M.F., Muraki E., Mislevy R.J., and Bock R.D. BILOG-MG (1996), SSI, Chicago, IL