Thomas R Guskey
Biographic Data
| ID | 1585293 |
|---|---|
| NAME | Thomas R Guskey |
| GIVEN NAMES | Thomas R |
| FAMILY NAME | Guskey |
| SIGNATURE | GUSKEY T R |
| AFFILIATIONS | University of Kentucky |
| ORCID | 0000-0003-1383-2407 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 177 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Explaining the puzzling results in professional learning research
Recent research analyses show professional learning programs that include specific elements known to contribute to effectiveness may have a powerful influence on teachers’ instructional practices but relatively modest impact on student learning outcomes. Thomas Guskey explores research-based explanations for the incongruence and offers practical recommendations to remedy the disparity. He offers ideas for planning professional learning programs t…
Addressing inconsistencies in grading practices
School leaders struggle in their efforts to implement standards-based grading reforms in large part because they fail to address the inconsistency in grading practices among individual teachers. This article describes three crucial steps necessary to gain greater consistency in teachers’ grading practices: (1) Reaching consensus on a purpose statement for grading; (2) using grading scales with four to seven categories of student performance; and …
Can grades be an effective form of feedback
Although grades are often portrayed as detrimental to students’ motivation and interest in learning, closer analysis of the evidence indicates that when used appropriately, grades can be a meaningful and effective form of feedback. Thomas R. Guskey clarifies how studies on grades are frequently misinterpreted, explains how grades offer important but insufficient information on students’ learning progress, and describes conditions that must be met…
Is standards-based grading effective
This analysis explores the essential criteria necessary to define standards-based grading (SBG) and to judge its effectiveness. Findings reveal that although many schools today are initiating SBG reforms, there's little consensus on what "standards-based grading" actually means. As a result, SBG implementation is widely inconsistent due to an array of factors, including varying and uneven guidance provided by SBG proponents. Without precisely kno…
A Century of Grading Research: Meaning and Value in the Most Common Educational Measure
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based gra…
Mastery Learning
What Works in Professional Development?
hat do we really know about the relationship between professional development and improvements in student learning? What evidence validates that relationship, and how trustworthy is that evidence? What does that evidence tell us about the characteristics of truly effective professional development activities? These questions guided one of the largest and most inclusive syntheses of research on effective professional development conducted to date.…
Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these idiosyncratic adaptations are made to ensure continued effort and protect these students' self-images, th…
What Makes Professional Development Effective?
After an examination of 13 recent lists of characteristics of professional Mr. Guskey concludes that they vary widely and that the research that supports them is inconsistent and often contradictory. Nonetheless, he argues, we need to seek agreement on criteria for along with clear descriptions of contextual factors. DO WE KNOW what makes professional development effective? Have researchers and practitioners reached consensus about what factors c…
Professional Development and Teacher Change
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. T…
Teacher Efficacy: A Study of Construct Dimensions
This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984) . Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to…
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
Reply to Tom
Staff Development and the Process of Teacher Change
This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process front staff development to enduring change in teachers’ perceptions and attitudes. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. Several principles for …
The Influence of Change in Instructional Effectiveness upon the Affective Characteristics of Teachers
This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures showed that those teachers who experienced positive change in the learning outcomes of their students expressed increased…
Measurement of the Responsibility Teachers Assume For Academic Successes and Failures in the Classroom
Evaluation of a Voluntary Busing Program through Cohort Comparisons
A longitudinal study indicates that bused pupils' academic achievement persists or increases
Mastery learning: Applying the theory
1980). Mastery learning: Applying the theory. Theory Into Practice: Vol. 19, Teaching Methods: Learning Applications, pp. 104-111
Staff Development and the Process of Teacher Change
This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process front staff development to enduring change in teachers’ perceptions and attitudes. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. Several principles for …
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
Teacher Efficacy: A Study of Construct Dimensions
This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984) . Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to…
Measurement of the Responsibility Teachers Assume For Academic Successes and Failures in the Classroom
Is standards-based grading effective
This analysis explores the essential criteria necessary to define standards-based grading (SBG) and to judge its effectiveness. Findings reveal that although many schools today are initiating SBG reforms, there's little consensus on what "standards-based grading" actually means. As a result, SBG implementation is widely inconsistent due to an array of factors, including varying and uneven guidance provided by SBG proponents. Without precisely kno…
The Influence of Change in Instructional Effectiveness upon the Affective Characteristics of Teachers
This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures showed that those teachers who experienced positive change in the learning outcomes of their students expressed increased…
Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these idiosyncratic adaptations are made to ensure continued effort and protect these students' self-images, th…
Mastery learning: Applying the theory
1980). Mastery learning: Applying the theory. Theory Into Practice: Vol. 19, Teaching Methods: Learning Applications, pp. 104-111
Evaluation of a Voluntary Busing Program through Cohort Comparisons
A longitudinal study indicates that bused pupils' academic achievement persists or increases
Mastery learning: Applying the theory
1980). Mastery learning: Applying the theory. Theory Into Practice: Vol. 19, Teaching Methods: Learning Applications, pp. 104-111
Measurement of the Responsibility Teachers Assume For Academic Successes and Failures in the Classroom
The Influence of Change in Instructional Effectiveness upon the Affective Characteristics of Teachers
This study was designed to assess the influence of positive change in instructional effectiveness on several affective characteristics of teachers. Data were gathered from 117 intermediate and high school teachers, 52 of whom participated in an in-service workshop on Mastery Learning. Comparisons made through MANOVA procedures showed that those teachers who experienced positive change in the learning outcomes of their students expressed increased…
Reply to Tom
Staff Development and the Process of Teacher Change
This article presents a model that describes the process of teacher change, particularly through staff development programs. The model suggests a temporal sequence of events that is hypothesized to typify the process front staff development to enduring change in teachers’ perceptions and attitudes. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. Several principles for …
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
Teacher Efficacy: A Study of Construct Dimensions
This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984) . Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to…
Professional Development and Teacher Change
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. T…
What Makes Professional Development Effective?
After an examination of 13 recent lists of characteristics of professional Mr. Guskey concludes that they vary widely and that the research that supports them is inconsistent and often contradictory. Nonetheless, he argues, we need to seek agreement on criteria for along with clear descriptions of contextual factors. DO WE KNOW what makes professional development effective? Have researchers and practitioners reached consensus about what factors c…
What Works in Professional Development?
hat do we really know about the relationship between professional development and improvements in student learning? What evidence validates that relationship, and how trustworthy is that evidence? What does that evidence tell us about the characteristics of truly effective professional development activities? These questions guided one of the largest and most inclusive syntheses of research on effective professional development conducted to date.…
Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these idiosyncratic adaptations are made to ensure continued effort and protect these students' self-images, th…
Mastery Learning
A Century of Grading Research: Meaning and Value in the Most Common Educational Measure
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based gra…
Can grades be an effective form of feedback
Although grades are often portrayed as detrimental to students’ motivation and interest in learning, closer analysis of the evidence indicates that when used appropriately, grades can be a meaningful and effective form of feedback. Thomas R. Guskey clarifies how studies on grades are frequently misinterpreted, explains how grades offer important but insufficient information on students’ learning progress, and describes conditions that must be met…
Is standards-based grading effective
This analysis explores the essential criteria necessary to define standards-based grading (SBG) and to judge its effectiveness. Findings reveal that although many schools today are initiating SBG reforms, there's little consensus on what "standards-based grading" actually means. As a result, SBG implementation is widely inconsistent due to an array of factors, including varying and uneven guidance provided by SBG proponents. Without precisely kno…
Addressing inconsistencies in grading practices
School leaders struggle in their efforts to implement standards-based grading reforms in large part because they fail to address the inconsistency in grading practices among individual teachers. This article describes three crucial steps necessary to gain greater consistency in teachers’ grading practices: (1) Reaching consensus on a purpose statement for grading; (2) using grading scales with four to seven categories of student performance; and …
Explaining the puzzling results in professional learning research
Recent research analyses show professional learning programs that include specific elements known to contribute to effectiveness may have a powerful influence on teachers’ instructional practices but relatively modest impact on student learning outcomes. Thomas Guskey explores research-based explanations for the incongruence and offers practical recommendations to remedy the disparity. He offers ideas for planning professional learning programs t…
Psychology (18 works) · Mathematics education (13 works) · Pedagogy (11 works) · Sociology (8 works) · Teacher Education and Leadership Studies (8 works) · Computer Science (6 works) · Engineering (5 works) · Political science (5 works) · Professional development (5 works) · Medicine (4 works)