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State of the art: teacher effectiveness and professional learning

State of the art: teacher effectiveness and professional learning
State of the art: teacher effectiveness and professional learning
One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that “state-of-the-art” understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers
teaching, teacher effectiveness, learning, cognitive science, teacher education
0924-3453
231-256
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Kyriakides, Leonidas
957ad7a5-4ae4-4045-adeb-d315c3b9bce6
van der Werf, Greetje
4c6aa76f-4ec6-459e-83fe-3fd81a30d785
Creemers, Bert
5304f1fa-704a-432e-9172-4c69ca030890
Timperley, Helen
683b21d3-137d-448d-9396-f99714452244
Earl, Lorna
336afc4e-a04f-47a0-b926-ea4b33f3fd30
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Kyriakides, Leonidas
957ad7a5-4ae4-4045-adeb-d315c3b9bce6
van der Werf, Greetje
4c6aa76f-4ec6-459e-83fe-3fd81a30d785
Creemers, Bert
5304f1fa-704a-432e-9172-4c69ca030890
Timperley, Helen
683b21d3-137d-448d-9396-f99714452244
Earl, Lorna
336afc4e-a04f-47a0-b926-ea4b33f3fd30

Muijs, Daniel, Kyriakides, Leonidas, van der Werf, Greetje, Creemers, Bert, Timperley, Helen and Earl, Lorna (2014) State of the art: teacher effectiveness and professional learning. [in special issue: A State-of-the-Art Review – Educational Effectiveness, Teacher Effectiveness and Professional Learning, and School and System Improvement] School Effectiveness and School Improvement, 25 (2), 231-256. (doi:10.1080/09243453.2014.885451).

Record type: Article

Abstract

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that “state-of-the-art” understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers

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More information

e-pub ahead of print date: 27 February 2014
Published date: 27 April 2014
Keywords: teaching, teacher effectiveness, learning, cognitive science, teacher education
Organisations: Leadership School Improve &Effectiveness

Identifiers

Local EPrints ID: 362878
URI: http://eprints.soton.ac.uk/id/eprint/362878
ISSN: 0924-3453
PURE UUID: c8296dd9-1627-4349-adc6-3c6f2a1196e8
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

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Date deposited: 13 Mar 2014 12:36
Last modified: 14 Mar 2024 16:15

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Contributors

Author: Daniel Muijs ORCID iD
Author: Leonidas Kyriakides
Author: Greetje van der Werf
Author: Bert Creemers
Author: Helen Timperley
Author: Lorna Earl

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