What is the Relationship Between Teacher Quality and Student Achievement? An Exploratory Study
By James H. Stronge, T. Ward, Pamela D. Tucker, J. Hindman. 2007
350 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/b5aab41eba96afe2dd12c66424460f63f74ea325
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In Education
Citations in the corpus
- The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “…generating and testing hypotheses, setting objectives, reinforcing students’ efforts (Marzano et al., 2001), asking students meaningful questions, diversifying instruction, adjusting instruction according to student needs, and managing disruptive student behaviors (Stronge et al., 2007).”
- Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Stronge et al. (2007) relate several practices to effective teaching such as asking students meaningful questions, diversifying instruction, adjusting instruction according to student needs and managing disruptive student behaviors.”
- Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools (2009, background): “1997), attitudes and instructional practices (Palardy and Rumberger 2008), and other characteristics such as caring, and dedication (Stronge et al. 2008) have shown the importance of affective teacher characteristics.”
- Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “For example, the construct of teacher effectiveness and the implications of quality teaching have become well-substantiated in education (Carlisle et al., 2011; Hamre & Pianta, 2005; Measures of Effective Teaching Project, 2010; Palardy & Rumberger, 2008; Stronge et al., 2007; Wright et al., 1997).”
- Influence of teacher characteristics on students' academic achievement among secondary schools (2013, background): “Stronge et al. (2007) assert a positive relationship between teachers' verbal ability and composite student achievement, verbal ability has been considered an indicator of teacher quality.”