Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

By Tina Seidel, R. Shavelson. 2007

1,213 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9e506cb094bf3e7bce2c40bbef13e25433d5475b

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In Experimental and Cognitive Psychology

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Citations in the corpus

Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment (2009, methodology): “To test our assumption, we took a value-added approach, a technique often applied in teaching effectiveness studies (Seidel & Shavelson, 2007; Wayne & Youngs, 2003).”
Qualities of classroom observation systems (2018, background): “Subject specificity There is widespread agreement about the importance of the subject-matter specificity of teaching quality (Seidel & Shavelson, 2007); however, there is less agreement about how to measure this aspect of teaching practice.”
Methodological Advances in Educational Effectiveness Research (2010, neutral): “2003; Scheerens and Bosker 1997) and teacher effectiveness (Monk 1994; Seidel and Shavelson 2007).”
Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review (2015, background): “Supporting students, particularly in an adaptive fashion, is regarded as a key aspect of professional teaching (Seidel and Shavelson 2007; Van de Pol et al. 2013).”
Teacher quality and school improvement: what is the role of research? (2015, background): “…learning activities was shown to be the component with the highest effect sizes, regardless of domain (reading, mathematics, science), stage of schooling (elementary, secondary), or type of learning outcome (learning processes, motivational–affective, cognitive)” (Seidel & Shavelson, 2007, p. 483).”
Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “In the context of teacher effectiveness research (see review in Seidel & Shavelson, 2007) teaching quality 1 Enthusiasm is in some contexts also conceptualized as a teaching style (see e.g., Patrick, Turner, Meyer, &Midgley, 2003).”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, methodology): “There is presently no consensus on which teacher aspects are most important to student achievement (Scheerens et al., 2005; Seidel & Shavelson, 2007).”
Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016, background): “Secondly, teaching or instruction matters for student outcomes (for a summary of research see, for example, Seidel and Shavelson 2007).”
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008, background): “As former reviews on the promotion of self-regulated learning and teaching efficiency have indicated differences in younger and older students acquiring self-regulated learning (e.g., Hattie et al. 1996; Seidel and Shavelson 2007), a closer look at the differences between primary and secondary schoo”
Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach (2015, neutral): “Students’ perceptions of teachers’ teaching behaviour are considered to be an important determinant of students’ outcomes (De Jong & Westerhof 2001; Den Brok et al., 2004; Seidel & Shavelson, 2007).”
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “Among the processes that possibly mediate the effects of teacher motivation on student motivation, teachers' instructional behaviors are likely to be of particular importance (Fauth, Decristan, Rieser, Klieme, & Büttner, 2014b; Seidel & Shavelson, 2007).”
Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas (2010, background): “In the larger domain of research on teacher learning, instruments used to measure changes in teacher knowledge range dramatically in focus, quality, purpose, and utility (e.g., Kennedy, 1999; Porter, Youngs, & Odden, 2001; Seidel & Shavelson, 2007).”
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “Scaffolding represents high quality support (e.g., Seidel and Shavelson 2007).”
Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students (2013, background): “…lessons, organizing student-learning groups, choosing learning materials and so on: All of these instructional activities call for decisions based on assessments of student learning prerequisites to secure proper adaptation to student needs in subsequent instruction (Seidel & Shavelson, 2007).”
Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains (2013, methodology): “…teaching characteristics could be described by two latent factors of teaching characteristics (cf., other approaches focusing on groups of teaching characteristics; e.g., Feldman, 2007; Hugener et al., 2009; Kunter & Baumert, 2006; Marsh, 1982, 1987, 2007; Murray, 1983; Seidel & Shavelson, 2007).”