The Near Impossibility of Testing for Teacher Quality

306 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

One lesson is all you need? Stability of instructional quality across lessons. (2014, background): “, Berliner, 2005; Brophy, 2006; Helmke, 2009; Medley & Mitzel, 1963). Brophy (2006), for example, stated that instead of one or two lessons per teacher, 20e30 lessons would be necessary.”
Models and Measures of Beginning Teacher Quality (2006, background): “In recent years, however, leading researchers (Berliner, 2005; Fenstermacher & Richardson, 2005) have focused on the multidimensional nature of the concept and have defined teacher quality as encompassing two parts: (a) good teaching, meaning that the teacher meets the expectations for the role (e.”
Predicting Teacher Performance With Test Scores and Grade Point Average: A Meta-Analysis (2009, background): “Paper-pencil teacher tests, however, have been criticized severely for producing scores that lack both content and predictive validation evidence (Berliner, 2005; Darling-Hammond, Wise, & Klein, 1995; Glass, 2002).”
The Socially Skilled Teacher and the Development of Tacit Knowledge. (2011, background): “This may explain why there is little evidence that responses to teacher questionnaires will predict the actual classroom behaviour of teachers (Berliner, 2005).”