The Good Teacher and Good Teaching: Comparing Beliefs of Second-Grade Students, Preservice Teachers, and Inservice Teachers

By P. Murphy, Lee Ann M. Delli, Maeghan N. Edwards. 2004

261 citations recorded by the source corpus.

How researchers see this paper

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Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “For instance, Murphy, Delli, and Edwards (2004) found that children are more motivated to learn from teachers who are caring and show respect.”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “Researchers (e.g., Murphy, Delli, & Edwards, 2004; Pajares, 1992; Philipp, 2007) have drawn a clear distinction between beliefs and knowledge, noting that, unlike knowledge, beliefs are evaluative and not verifiable or fact-based.”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, result): “These results from the primary analysis suggest that teachers’ beliefs and awareness may act as a mediator between teacher knowledge and instructional practice, supporting previous claims made by researchers (Murphy et al., 2004; Pajares, 1992).”
Teachers—The Vital Resource (2013, background): “A considerable research literature supports the significant influence of effective teachers on desirable classroom and student outcomes (Jennings & Greenberg, 2009; Murphy et al., 2004; Yoon, 2002).”