On Making Determinations of Quality in Teaching.

By Gary D. Fenstermacher, V. Richardson. 2005

532 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9900f8cbd735bc75541d9c9354055b2f544aafe6

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Citations in the corpus

Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher Licensure Testing? (2010, background): “learning-dependent teaching, as defined by Fenstermacher and Richardson (2005) , where student learning forms the output measure of teaching.”
Education quality, and teaching and learning in the post-2015 education agenda (2015, background): “Fenstermacher and Richardson (2005) consider good teaching in relation to the worthiness of the activity.”
The Near Impossibility of Testing for Teacher Quality (2005, background): “ Fenstermacher and Richardson (2005) referred to these two qualities as good and successful teaching, arguing that quality teaching means high marks on both dimensions:”
New Lives of Teachers (2010, background): “At this point, it is worth once again bringing to the attention of policy makers the observation that there is no necessary direct cause and effect relationship between high quality teaching and student learning (Fenstermacher & Richardson, 2005).”
How Teacher Evaluation Methods Matter for Accountability (2014, background): “Moral traits such as honesty, compassion, and fairness might also be included (Fenstermacher & Richardson, 2007).”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “Fenstermacher and Richardson (2005) illustrate the problem with this scenario:”
Observational Evaluation of Teachers: Measuring More Than We Bargained for? (2016, background): “Moreover, there is also evidence that high-quality instruction may not always yield positive student outcomes (Fenstermacher & Richardson, 2005).”
Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness (2010, background): “For example, Karen does not question her emphasis on instructional methods and grades over student learning, demonstrating the likelihood that she is unaware she possesses preconceptions about teaching that affect her view of events in her classroom (Hammerness et al., 2005; Lortie, 1975; Villegas &”
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts (2006, background): “In addition, we must not lose sight of the importance of documenting that student learning is being achieved in a meaningful way and looking at contexts outside the classroom to understand how to support high quality and effective teaching ( Fenstermacher & Richardson, 2005 ).”
The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices (2011, background): “Teaching is tailored to the needs, interests, and backgrounds of students (Fenstermacher and Richardson 2005 ; McLeod 2003 ).”
Keeping an Eye on Learning (2015, background): “Fenstermacher and Richardson (2005) draw a line between good versus successful teaching, specifying that the learning achievements of students are the main determinant of successful teaching.”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “This topic has been well addressed by others (e.g., Fenstermacher & Richardson, 2005; Kennedy, 2005, 2008; Porter, 1988).”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “…researchers because of the contested nature of teacher quality as it applies to classroom settings, and because of lack of consensus about which aspects of teachers matter most for improving student achievement (Fenstemacher and Richardson 2000; Hanushek et al. 2010; Palardy and Rumberger 2008).”