Effective teaching and values: some implications for research and teacher appraisal

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Quality teaching and values education: coalescing for effective learning (2008, background): “Campbell et al. (2004) point out that most of the school-effectiveness literature, although appearing to be values-free, is, in fact, based on the value of instrumental pragmatism.”
Measuring teacher effectiveness: Some methodological reflections (2006, background): “In particular, it does not take into account sufficiently the fact that teachers' roles are broader than their classroom practice and includes management roles, pastoral roles, and relationships with parents and community as well as classroom practice (Campbell, Kyriakides, Muijs, & Robinson, 2004 ”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “Students have reported that rapport is an essential characteristic of an effective teacher (Catt et al., 2007; Faranda & Clarke, 2004; McLaughlin & Erickson, 1981; Perkins, Schenk, Stephan, Vrungos, & Wynants, 1995).”