Effective Teaching: Evidence and Practice

By D. Muijs, D. Reynolds. 2001

786 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a7d8436471825ae443ad78f8a8b14c3028f5ab06

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Citations in the corpus

Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement. (2010, background): “For example, Newmann, Marks, and Gamoran (1996) found that instruction in authentic contexts was positively related to task performance in mathematics and social studies.”
The impact of a dynamic approach to professional development on teacher instruction and student learning: results from an experimental study (2011, background): “Based on the main findings of EER (e.g., Brophy & Good, 1986; Muijs & Reynolds, 2001), the dynamic model refers to eight factors which describe teachers’ instructional role and are associated with student outcomes: orientation, structuring, questioning, teaching-modeling, applications, management…”
Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach (2015, unknown): “Comparable lists of domains, elaborated with domains that are less directly observable, are found in Muijs and Reynolds (2001), Scheerens and Bosker (1997), Pianta and Hamre (2009), Danielson (2013), and Ferguson (2012).”
Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills (2018, methodology): “For realized learning time, we set the standard at 80% time on task, based on literature on effective teaching (Kauchak & Eggen, 1993; Muijs & Reynolds, 2010).”
The Leadership of the Improvement Teaching and Learning: Lessons from Initiatives with Positive Outcomes for Students (2007, unknown): “…led the use of multi-level models to estimate the magnitude of teacher influence, with these and other international estimates consistently identifying that classroom teachers have the greatest system influence (Darling-Hammond, 2000; Muijs & Reynolds, 2001; Nye, Konstantanopoulos, & Hedges, 2004).”
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “Similarly, from the British research, Muijs and Reynolds (2001) highlighted, “All the evidence that has been generated in the school effectiveness research community shows that classrooms are far more important than schools in determining how children perform at school” (p. vii).”
Measuring teacher effectiveness: Some methodological reflections (2006, background): “…in the subject and in item construction, the standardisation of administration and scoring procedures, the fact that standardised tests allow comparison with national norms and students, and the good psychometric qualities (reliability and validity) of the tests (Muijs & Reynolds, 2001a).”
Differential Teacher Effectiveness: Towards a model for research and teacher appraisal (2003, methodology): “For example, the text by Muijs and Reynolds (2001) for student teachers uses teacher effectiveness research to draw implications for practice, and Gipps, McCallum and Hargreaves (2000) have produced a text drawing implications from the research for primary teaching.”
Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, background): “Based on the main findings of teacher effectiveness research (e.g., Brophy & Good, 1986; Fraser, Walberg, Welch, & Hattie, 1987; Muijs & Reynolds, 2001; Opdenakker & Van Damme, 2000; Rosenshine & Stevens, 1986), the dynamic model refers to factors which describe teachers’ instructional role and are…”
Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences (2010, background): “Specifically, beliefs and attitudes are viewed as dynamic and permeable mental structures, which influence, and can be influenced by practice (Muijs & Reynolds, 2001; Thompson et al., 1992).”
Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children (2013, background): “…concept of education changed into a teacherdriven approach that conceived of education as a process of transmission of culture through unequivocally defined goals, deterministic methods, direct instruction, and empirically validated theory (see for example Slavin 1996, Muijs and Reynolds 2001).”