School Effectiveness and Teacher Effectiveness in Mathematics: Some Preliminary Findings from the Evaluation of the Mathematics Enhancement Programme (Primary)
By D. Muijs, D. Reynolds. 2000
202 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/20bb7ac19cd0844f1021cca823b1c0ab28ef5d1f
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Citations in the corpus
- Patterns of Variation in Teaching the Colour of Light to Primary 3 Students (2006, background): “Current research indicates that what teachers know and do has a direct impact on the quality of student learning (Ferguson & Ladd, 1996; Darling-Hammond, 2000; Muijs & Reynolds, 2000; Wenglinsky, 2000).”
- Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007, unknown): “…1994; Doyle, 1986; Fraser, Walberg, Welch, & Hattie, 1987; Gage, 1963; Gage & Berliner, 1998; Helmke & Weinert, 1997a; Lipsey & Wilson, 1993; Muijs & Reynolds, 2000; Ross, Stringfield, Sanders, & Wright, 2003; Scheerens, 2000; Scheerens & Bosker, 1997; Scheerens, Seidel, Witziers,…”
- Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness (2002, background): “Muijs and Reynolds (2000) indicate that the focus on teachers actively presenting materials should not be seen as an indication that traditional lecturing and drill approach is an effective teaching approach.”
- Being or Doing: The Role of Teacher Behaviors and Beliefs in School and Teacher Effectiveness in Mathematics, a SEM analysis. (2001, background): “…for a single response from students) and process questions (calling for explanations from the students), and effective teachers have been found to ask more process questions than ineffective teachers (Evertson et al, 1980; Brophy & Good, 1986, Askew & William, 1995; Muijs & Reynolds, 2000).”
- Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, background): “Muijs and Reynolds (2000) point out that classroom climate is a factor that TER has found to be significant.”
- The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school (2003, methodology): “The use of collaborative group work, wherein the low achieving pupils can learn from their peers and which is rarely used in the project schools (Muijs and Reynolds, 2000), has been found to benefit low achieving students as well as their more able peers in a wide range of studies, as has peer…”
- Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model (2008, unknown): “…that, based on the main findings of EER (e.g., Brophy & Good, 1986; Darling-Hammond, 2000; Doyle, 1990; Kyriakides, Campbell, & Christofidou, 2002; Muijs & Reynolds, 2000; Rosenshine & Stevens, 1986; Scheerens & Bosker, 1997; Wang, Haertel, & Walberg, 1993), the dynamic model refers to eight…”
- State of the art – teacher effectiveness and professional learning (2014, unknown): “This research has led to the identification of a range of behaviours that are positively related to student achievement (e.g., Brophy & Good, 1986; Creemers, 1994; Doyle, 1986; Galton, 1987; Muijs & Reynolds, 2000).”
- Classroom and school factors related to student achievement: what works for students? (2011, background): “While these individual effects showed small association with achievement, Muijs and Reynolds ( 2000 ) found that the composite teaching quality variable, derived by summing the scores for classroom management, behaviour management, direct teaching, individual practice, interactive teaching, varied t”
- Measuring teacher effectiveness: Some methodological reflections (2006, methodology): “…judgement, will usually result in higher interrater reliability, but even with relatively high-inference measures requiring more subjective rater judgement) it is possible to achieve high levels of reliability with sufficient effective training (Muijs & Reynolds, 2000b; Nelson & Ray, 1983).”
- Emerging perceptions of teacher quality and teacher development in China (2014, background): “…(2012) draw on their own work and that of others (for example, Stallings, 1985; Brophy and Good, 1986; Creemers, 1994; Doyle, 1986; Galton, 1987; Muijs and Reynolds, 2000; Creemers and Reezigt, 1996; Creemers and Kyriakides, 2008) to explain those micro-behaviours which research has shown to be…”