Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper. MET Project.

By Thomas J. Kane, Douglas O. Staiger. 2012

112 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4713c494507a1068a45f8f5128ff9ca76ddf0bd7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Shanyce L. Campbell
2. Julie Cohen
3. Matthew Ronfeldt
4. Jessica J. Thompson
5. Courtney A. Bell
6. M. Kraft
7. Mark J. Chin
8. Pam Grossman

Citations in the corpus

• Examining Teacher Effectiveness Using Classroom Observation Scores (2015, background): “When multiple measures are incorporated into teacher performance evaluations, teacher effectiveness has been shown to be more reliably measured (Kane & Staiger, 2012), while also signaling to educators that the multifaceted complexity of their jobs is taken into account when assessing their…”
• Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, background): “Past MET Project reports have primarily focused on developing a composite measure of teacher effectiveness for forecasting effects on student achievement (Kane and Staiger 2012) and validating this measure using random assignment (Kane et al. 2013).”
• Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “This purposeful selection contained opportunities for teachers and students to engage in productive conversations and opportunities to document the use of reformbased types of instruction (Kane & Staiger, 2012).”
• Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “…to assess and improve teachers’ general quality of instruction is robust due to the availability of observation tools that reflect the extant literature on classroom dynamics (e.g., Kane & Staiger, 2012; Pianta, La Paro, & Hamre, 2008); however, ABP is not considered in this work (see López, 2011).”
• The Test Matters (2014, methodology): “6Differences between the lowess curves in this analysis and those in the MET report result from our use of normal curve equivalents rather than percentiles (Kane & Staiger, 2012).”
• Observational Evaluation of Teachers: Measuring More Than We Bargained for? (2016, background): “Both Kraft and Papay (2014) and Ronfeldt (2015) demonstrate that a given teacher performs worse when teaching in schools with worse working conditions compared to the same teacher in schools with better working conditions.”
• Qualities of classroom observation systems (2018, methodology): “…scores from a particular observation system, which includes specific dimensions of teaching, are associated with student outcomes (e.g., Decristan et al., 2015) or statistically derived measures of teaching quality such as value-added models (e.g., Bell et al., 2012; T.J. Kane & Staiger, 2012).”
• Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, methodology): “Others (e.g., Kane & Staiger, 2012; Kane, Taylor, Tyler, & Wooten, 2011) have used such a check to rule out the possibility that student composition biases teachers’ classroom-based scores.”