Teacher Quality: Understanding the Effectiveness of Teacher Attributes

By J. Rice. 2003

901 citations recorded by the source corpus.

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Citations in the corpus

Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview (2012, background): “Although the education literature indicates that teacher quality is the most effective predictor of student achievement ( Darling-Hammond, 2000 ; Just for the Kids and The Southeast Center for Teaching Quality, 2002 ; National Commission on Teaching & America's Future, 1996 ; Rice, 2003 ), the qu”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “The search was limited in this way for two main reasons: • A previous research synthesis commissioned by the TQ Center (see Goe, 2007) specifically addresses the links between measures of teacher quality and student outcomes, and this topic also has been addressed in a number of other research synth”
Positive predictors of teacher effectiveness (2009, unknown): “than peer teachers without such advanced training (Rice, 2003).”
The Teacher Educator's Role in Enhancing Teacher Quality (2008, background): “” Though the empirical research that undergirds teacher attributes is far from conclusive (Rice, 2003), criteria often considered in teacher quality discussions include overall academic ability or “smarts,” strong academic preparation or knowledge in particular content areas (e.”
Student Teaching and Teacher Attrition in Special Education (2009, background): “Moreover, fieldbased student teaching experiences provide an opportunity for beginning special educators to learn the profession and reduce the anxiety of beginning teaching (Rice, 2003).”
Models and Measures of Beginning Teacher Quality (2006, background): “The result of this focus is greater attention on such teacher attributes as experience, preparation and degrees, and certification (Rice, 2003).”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “…of which would provide some benefit for schools given the aforementioned costs associated with attrition and the well-documented positive association between teacher experience and effectiveness (see, for example, Boyd, Lankford, Loeb, Rockoff, & Wyckoff, 2008; Kane et al., 2008; Rice, 2003).”
Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students. (2012, background): “, experience, training, and credentials) impact student performance (Rice, 2003), but evidence of these findings vary based on school level, content area, and student population.”
Profiles of Educational Quality in First Grade (2009, background): “Teacher Characteristics Current educational policies and some empirical support suggest that teacher characteristics (including credentials, education, and training) affect the classroom environment and thus children’s academic outcomes (see Rice, 2003).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Even though pre-service teachers are well-prepared and well-educated, much of their learning occurs after they actually begin teaching; thus, some years of experience are required to reach their most effective level (Gilbert, 2005 ; Rice, 2003 ).”
The Relationship between Iranian EFL Teachers' Critical Thinking Ability and their Professional Success (2010, methodology): “Taking a similar path, Korthagen (2004) has developed an interactive five-layer ‘onion model’ to capture “the essence of a good teacher”; moving from the outermost to the innermost, the layers are termed: Behavior, Competencies (knowledge, skills, and attitudes), Beliefs, Identity and Mission.”