Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study

By D. Muijs, D. Reynolds. 2003

78 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c94b729c07969ee898610efa22ece8e7240f5ae

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Citations in the corpus

Measuring teacher effectiveness: Some methodological reflections (2006, background): “The detailed recording of actual behaviours possible during classroom observation allows for fine-grained exploration of behaviours, which would be hard to achieve in survey-style studies (Muijs & Reynolds, 2001b ).”
State of the art – teacher effectiveness and professional learning (2014, unknown): “In their study of teacher effectiveness in the UK, Muijs and Reynolds (2003) found these two factors to be among the most strongly related to student outcomes.”
The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school (2003, methodology): “It was thought that the use of the numeracy support assistants could be beneficial for the following reasons (MEPP, 2001): • The NSA will be an ‘extra adult’ to support children in whole-class activities.”
Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools (2009, background): “Muijs and Reynolds (2003) stated that a teacher actively teaching a whole class can be more effective than letting students work on their own for most of the lesson.”
Quality of teaching in four european countries : a review of the literature and application of an assessment instrument (2007, background): “…proven to be effective, especially for young children and children with less academic abilities (Becker & Carnine, 1981; Rosenshine, 1986; Baumann, 1988; Kameenui & Carnine, 1988; Dixon et al., 1992, 1998; Veenman, 1992; Muijs & Reynolds, 2003; Houtveen et al., 2004; Houtveen & van de Grift, 2006).”
Effective School Improvement in Mathematics (2004, background): “…Direct Instruction Model has been proven the most effective model to do so, especially for young children and children with lesser academic abilities (Baumann, 1988; Becker & Carnine, 1981; Dixon et al., 1992, 1998; Kameenui & Carnine, 1998; Muijs & Reynolds, 2003; Rosenshine, 1986; Veenman, 1992).”