Approaches to Evaluating Teacher Effectiveness: A Research Synthesis.

By L. Goe, Courtney A. Bell, Olivia M Little. 2008

534 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b191f158e1339749f282841f8299309a65c3d05c

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Citations in the corpus

What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “The evidence reviewed by Goe et al (2008) about validity and reliability of self-report surveys suggests that they may not currently be trustworthy as a measure of quality.”
Classroom observation for evaluating and improving teaching: An international perspective (2016, background): “…educators and policymakers, and is seen as the key source of information supporting teacher formative evaluation and feedback (Danielson, 1996; Goe et al., 2008; Pianta, La Paro, & Hamre, 2007; see also Chait, 2010; Weisberg, Sexton, Mulhern, & Keeling, 2009), teacher self-reflection…”
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores (2013, background): “…2007; La Paro et al. 2004; Pianta et al. 2006) have been employed for some time, we know relatively little about the properties of either value-added measures or observation protocols in the context of making judgments about the quality of teaching (see Goe et al. 2008; Hanushek and Rivkin 2010).”
An Argument Approach to Observation Protocol Validity (2012, background): “Teaching quality is a broad domain that has been conceptualized in many ways (Goe et al., 2008).”
Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis (2020, background): “Teacher instructional strategies as perceived by the students have been considered as important indicators of teacher effectiveness (e.g., Goe et al., 2008).”
Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan (2020, background): “It is one of the considerable teacher assessment techniques because it provides abundant information about the actual classroom performance of the teachers, which can later be used for summative and formative assessment [44,45].”