Teaching Quality Across School Settings
Bibliographic Data
| ID | 12794875 |
|---|---|
| Authors | Julie Cohen (0000-0001-6794-7993, corresponding author), Michelle Brown (0000-0001-7838-7696) |
| Year | 2016 |
| Volume | 12 |
| Issue | 2 |
| Pages | 191-218 |
| Publication date | 2016-04-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2016.1156459 |
| OpenAlex | W2341569364 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
Districts are increasingly making personnel decisions based on teachers’ impact on student-achievement gains and classroom observations. In some schools, however, a teacher’s practices and their students’ achievement may reflect not just individual but collaborative efforts. In other settings, teachers’ instruction benefits less from the insights and support of their colleagues. This article analyzes multiple measures of teacher and teaching quality for 24 language arts teachers in New York City who teach in different types of school environments. Teachers in different value-added quartiles were observed and scored using two protocols, PLATO and CLASS. Schools were categorized as more and less functional using Department of Education environment grades. To compare the practices of higher and lower value-added teachers in more and less functional schools, we conduct MANOVAs of observation scores and use qualitative coding of field notes. We find value-added measures and observation protocols provide confirmatory information in less functional schools but provide contradictory information about teacher quality in more functional schools. Implications for teacher education, policy, and future research are discussed
Academic achievement · Class size · Coding (social sciences · Mathematics education · Medical education · Pedagogy · Qualitative research · Quality (philosophy · Sociology · Student achievement · Teacher Quality · Value (mathematics · Computer Science · Educational Environments and Student Outcomes · Medicine · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Teacher Preparation and Student Achievement
How Context Matters in High-Need Schools
Teaching Students and Teaching Each Other
Models for Value-Added Modeling of Teacher Effects
Redefining teaching, re‐imagining teacher education
An Argument Approach to Observation Protocol Validity
The Classroom Assessment Scoring System
Organizing Schools for Improvement
Measure for Measure
Allocated Academic Learning Time Revisited, or Beyond Time on Task
A Validity Argument Approach to Evaluating Teacher Value-Added Scores
The Influence of School Administrators on Teacher Retention Decisions
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Teacher Tradeoffs
The Work of Teaching and the Challenge for Teacher Education
Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers
Core Practices and Pedagogies of Teacher Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,3 |
| Citation span | 2016 - 2024 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |