A Composite Estimator of Effective Teaching
By Kata Mihaly, Daniel F McCaffrey, Douglas O. Staiger, J. R. Lockwood, South Hayes Street. 2013
135 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/68aee9b3f3ffdab84138bad40f3bc87db0281949
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Douglas O. Staiger
- Jonah E. Rockoff
- C. Koedel
- C. Kirabo
- Morgan S. Polikoff
- R. Coe
- Jackson
- Kata Mihaly
Citations in the corpus
- Value-added modeling: A review (2015, background): “In the context of a model designed to estimate value-added for teacher preparation programs, Mihaly et al. (2013b) note “indirect linkages can make estimates imprecise, with the potential for significant variance inflation” (p.”
- What Makes Great Teaching? Review of the Underpinning Research. (2014, methodology): “…be achieved by the use of high-quality observation protocols, use of observers who have been specifically trained – with ongoing quality assurance – in using those protocols, and pooling the results of observations by multiple observers of multiple lessons (Strong et al, 2011, Mihaly et al, 2013).”
- Social Experiments in the Labor Market (2016, unknown): “To our knowledge, no study has attempted to estimate these weights in an experimental setting (though see Mihaly et al., 2013, for a non-experimental analysis). ii.”
- Instructional Alignment as a Measure of Teaching Quality (2014, methodology): “Our approach follows the methods of the MET main reports (Mihaly et al., 2013) and mirrors the methods used by many states currently implementing multiple-measures teacher evaluation systems.”
- What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “3 Alexander, Entwisle, andThompson (1987), Ehrenberg, Goldhaber, andBrewer (1995), Downey and Shana (2004), Jennings and DiPrete (2010), and Mihaly et al. (2013) find evidence that teachers have an effect on non–test score measures of student skills.”
- Teacher Effects and Teacher-Related Policies (2014, background): “Using these data, Mihaly et al. (2013) found that there is a common component of effective teaching shared by all indicators, but there are also substantial differences across measurement modes (value added, classroom observation, and student perceptions) and even across value added based on…”