What Makes Great Teaching? Review of the Underpinning Research.

By R. Coe, Cesare Aloisi, Steven I. Higgins, L. Major. 2014

378 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fdeefc701b62c6e2a6e407757e81ccc473fe950a

How researchers see this paper

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

1. Knut Neumann
2. Ute Harms
3. P. D. den Brok
4. Marieke Thurlings
5. Vanessa Kind
6. J. V. van Driel

Citations in the corpus

• Learning outcomes of teacher professional development activities: a meta-study (2017, background): “Teacher professional development (TPD) is considered to be an important approach for the improvement of quality of education (Borko and Putnam 1995; Coe et al. 2014; Desimone 2009; Hattie 2009).”
• Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “Placing these as influencing rather than as a component of PCK acknowledges the contribution these make on practice, as discussed by Coe et al. ( 2014). However, by excluding this component from lying within PCK the Consensus Model is making a statement about the relative impact of orientations and ”