Attribution Error and the Quest for Teacher Quality

By M. Kennedy. 2010

307 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5112d50d0fc177df8c94e7b49b15e2a65810eee7

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Citations in the corpus

Teacher Professional Development Focusing on Pedagogical Content Knowledge (2012, background): “Moreover, individual teachers perceive these factors differently, even when they work in the same school (Kennedy, 2010).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “By concurrently attending to these two resources, researchers could also respond to recent recommendations for exploring how teacher knowledge, in conjunction with other systemic resources and contextual factors, contribute to instructional quality (Kennedy 2010, Shechtman et al. 2010).”
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, background): “As Mary Kennedy (2010) explains in her recent analysis of factors that affect teachers‘ working conditions, researchers have long understood that ―Teachers‘ sense of efficacy depends on the particular students they teach‖ (p.”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “Issues of teacher agency, emotions and beliefs, engagement and commitment, self-efficacy, and adaptivity to professional demands have begun to receive major attention as key ingredients within this discourse of teacher effectiveness and stability (Kennedy 2010; Day and Gu 2014).”
Principals’ Approaches to Cultivating Teacher Effectiveness (2013, background): “Principals’ decisions regarding whom to hire, how to assign teachers to classes, how to structure professional development, and how to retain teachers long term may have implications for teacher effectiveness, defined as their success in improving student learning (Kennedy, 2010).”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “There is also significant correlation between teacher efficacy and teacher satisfaction ( Judge et al. 2001; Klassen and Chiu 2010; Lee et al. 1991).”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “However, in teaching, as in any occupation where professionals work within an organization, productivity is shaped by both individual and organizational factors (Hackman & Oldham, 1980; Johnson, 2009; Kanter, 1983; Kennedy, 2010).”
PISA and high-performing education systems: explaining Singapore’s education success (2016, background): “Apart from the possible contributing factors noted above, largely lacking in the HPES literature is a careful consideration of the social, cultural and institutional contexts of a high-performing system which, many scholars have argued, is crucial for understanding the educational success of a count”
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “approach frequently has focused on improving the quality of the teachers (Kennedy, 2010).”
Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research (2012, background): “Because of the many logistical problems, or the ‘messiness’ of daily school life in general where unexpected incidents happen, new policies come into place and so on (Kennedy, 2010), these aspects seem too important to be ignored if PD aims to make a lasting impact on school practice.”
Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation (2012, background): “…the outcomes of teaching (i.e., student learning) as well as with the use of resources theorized to produce those scores, including teacher knowledge, preparation for teaching, school resources, and curriculum materials (see Cohen, Raudenbush, & Ball, 2003; Kennedy, 2010, for a related discussion).”
What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “Kennedy (2010) points out that our natural tendency to look for explanations in stable characteristics of individuals, and to underestimate situational variability, may lead us to over-interpret VAMs as indicating a property of the teacher.”
Teacher pedagogical content knowledge, practice, and student achievement† (2019, result): “This is similar to the forces described by Kennedy (2010). Kennedy proposed that the educational research community might be guilty of attribution error where researchers overestimate the power Figure 2.”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Additionally, time allotted for course preparation and course instruction, continuous assignments to teach courses in similar grade levels, and collaborationwith and support from other teachers in the school are associated with teachers’ instruction and student achievement (Fitchett & Heafner, 2017;”
When Rater Reliability Is Not Enough (2012, background): “…scores are influenced by other aspects of the instructional environment, including the curriculum and content covered during observed lessons, the students assigned to the class, the degree to which raters (observers) agree about what they see, and random variation (see, e.g., Kennedy, 2010).”