The International System for Teacher Observation and Feedback: Evolution of an International Study of Teacher Effectiveness Constructs

Autor/inn/en	Teddlie, Charles; Creemers, Bert; Kyriakides, Leonidas; Muijs, Daniel; Yu, Fen
Titel	The International System for Teacher Observation and Feedback: Evolution of an International Study of Teacher Effectiveness Constructs
Quelle	In: Educational Research and Evaluation, 12 (2006) 6, S.561-582 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Teacher Effectiveness; Foreign Countries; Longitudinal Studies; International Studies; Observation; School Effectiveness; Teacher Response; Africa; Asia; Australia; Austria; Belarus; Belgium; Brazil; Canada; Chile; China; Cyprus; Denmark; Finland; Germany; Hong Kong; India; Ireland; Japan; Malaysia; Netherlands; North America; Norway; South Africa; South America; Spain; Taiwan; Thailand; Tunisia; Turkey; United Kingdom; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Internationaler Studiengang; Beobachtung; Schuleffizienz; Lehrerkommentar; Afrika; Asien; Australien; Österreich; Belgien; Brasilien; Kanada; Zypern; Dänemark; Finnland; Deutschland; Hongkong; Indien; Irland; Niederlande; Nordamerika; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Südamerika; Spanien; Tunesien; Türkei; Großbritannien; USA
Abstract	This article presents information on 2 international educational effectiveness studies, one completed and the other ongoing. The 2nd study is, to a large degree, a reaction to a methodological problem encountered in the 1st study, the lack of an internationally valid instrument measuring teacher effectiveness. This article presents 4 reasons for conducting the 2nd study (International System for Teacher Observation and Feedback (ISTOF)) and then details the overall work plan for ISTOF-I (2004-2006) and ISTOF-II (2006-2007). The sample of 20 fully participating country teams in ISTOF is very diverse with representatives from nearly all geographic areas of the world (North and South America, Europe, Africa, Asia), many of which have never participated in teacher or school effectiveness research. This article summarizes progress made on the development of the ISTOF protocol, including the generation of components and indicators of teacher effectiveness. In many ways, the study is already a success, due to the diversity of the participating countries and their generation of major parts of the protocol during ISTOF-I. Nevertheless, this article concludes with a discussion of some of the major challenges that the research team will face as it begins ISTOF-II. (Contains 4 tables and 6 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10