Differential Teacher Effectiveness: Towards a model for research and teacher appraisal

By Robert J. Campbell, L. Kyriakides, R. Muijs, W. Robinson. 2003

186 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/88d24063f1a1bcb0739cab8f1c5039112c09f3b5

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Citations in the corpus

Measuring teacher effectiveness: Some methodological reflections (2006, background): “The fact that they are by far the most commonly used outcome measures in teacher effectiveness research should not blind us to other possibilities that are becoming ever more important as society makes new demands on teachers and schools, and elements such as learning to learn, creativity, and think”
Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, background): “…investigating differential teacher effectiveness revealed that these factors may have stronger impact for the learning of specific groups of students but should be treated as generic in nature since they were found to be related with achievement of each group of students (Campbell et al., 2003).”
Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, background): “Researchers have not been able to monitor pupils’ progress in the full range of the school curriculum and did not examine educational effectiveness in relation to the new goals of education such as the development of meta-cognitive skills (Campbell et al., 2003).”
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, methodology): “Although the dynamic model is expected to be a generic model, it takes into account the findings of research into differential educational effectiveness (Campbell, Kyriakides, Muijs, & Robinson, 2003 ).”
Effective teaching and values: some implications for research and teacher appraisal (2004, methodology): “It has developed through four broad phases according to Campbell et al. (2003), with the most recent studies adopting a `process-product' model, or a `teacher knowledge and beliefs' model.”
Emerging perceptions of teacher quality and teacher development in China (2014, background): “A definition proposed by Campbell et al. (2003) suggests that being an effective teacher should include: ‘the power to realise socially valued objectives agreed for teachers’ work, especially, but not exclusively, the work concerned with enabling pupils to learn’.”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “Campbell et al. (2003) contend that trends in measurement of teacher effectiveness seem to follow the development of new instruments and technologies, focusing on the ability to measure something, rather than first defining effectiveness and then determining a technology for measuring it.”
A synthesis of studies searching for school factors: implications for theory and research (2010, unknown): “This is especially true for interaction effects among factors operating at the classroom and student levels, which reveal the importance of investigating differential effectiveness (Campbell et al., 2003).”