Measuring teacher effectiveness: Some methodological reflections

By D. Muijs. 2006

190 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/fb9328b75ca7ee42b8864c686960efa36dc2c9cc

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Citations in the corpus

Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “…New Teacher Assessment and Support Consortium, 2001; Kyriakides, 2005; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; McColskey et al., 2005; Muijs, 2006; National Board for Professional Teaching Standards, 2002; Newmann, Bryk, & Nagaoka, 2001; Odden, Borman, & Fermanich, 2004; Office of…”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, methodology): “This hypothesis is also in line with the results found by Muijs and Reynolds (2002) and Palardy and Rumberger (2008). We hope to add to the research literature on teacher and instructional effectiveness by providing more insight into the importance of teacher effects on student achievement at the st”
Promoting Reflection in Teacher Preparation Programs (2012, background): “Measures of academic achievement may be misleading, observations may provide only limited “snapshots” of teaching performance, whereas teacher questionnaires and selfreport data may have reliability concerns (Muijs, 2006).”
Teachers' Beliefs and Behaviors: What Really Matters?. (2015, background): “Original Citation: Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors:”
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “However, we add to this that an effective teacher promotes a variety of other outcomes as well, such as students’ adaptive motivational patterns, development of socio-emotional competences, self-regulated learning, etc. (e.g., Bardach et al., 2020; Kraft, 2019; Muijs, 2006; Perry et al., 2007).”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, methodology): “Classroom observations by well-trained observers have the advantage in that they evaluate teachers using similar norms, and thus are more objective assessment tools (Muijs, 2006) compared to self-report methodology.”