State of the Art -- Teacher Effectiveness and Professional Learning

Autor/inn/en	Muijs, Daniel; Kyriakides, Leonidas; van der Werf, Greetje; Creemers, Bert; Timperley, Helen; Earl, Lorna
Titel	State of the Art -- Teacher Effectiveness and Professional Learning
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 2, S.231-256 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.885451
Schlagwörter	Teacher Effectiveness; Faculty Development; Literature Reviews; Meta Analysis; Educational Research; Teacher Behavior; Metacognition; Thinking Skills; Educational Opportunities; Time on Task; Instruction; Teaching Methods; Classroom Environment; Teacher Expectations of Students; Independent Study; Intervention; Outcomes of Education; Professional Identity; Synthesis; Educational Practices + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Teacher behaviour; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Bildungsangebot; Bildungschance; Zeitaufwand; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Selbststudium; Lernleistung; Schulerfolg; Bildungspraxis
Abstract	One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10