Thomas L Good
Biographic Data
| ID | 343474 |
|---|---|
| NAME | Thomas L Good |
| GIVEN NAMES | Thomas L |
| FAMILY NAME | Good |
| SIGNATURE | GOOD T L |
| AFFILIATIONS | University of Missouri |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 143 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
Using dyadic observation to explore equitable learning opportunities in classroom instruction
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findi…
Rating Teachers Cheaper, Faster, and Better: Not So Fast
Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Assessment of Teacher Effectiveness (RATE), as better, faster, and cheaper than other available instrum…
St Century Education: A Reference Handbook
This two-volume handbook offers a comprehensive examination of the major trends and issues in education today, providing a framework for understanding the complexities of 21st-century learning. With contributions from leading experts, the handbook covers a wide range of topics, including curriculum reform, educational technology, assessment, teacher education, and the changing role of education in a globalized world. Volume 1 focuses on the found…
How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference
The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducte…
Underestimating Youth's Commitment to Schools and Society: Toward a More Differentiated View
Educational Researchers Comment on the Education Summit and Other Policy Proclamations From 1983–1996
Educational Researchers Comment on the Education Summit and Other Policy Proclamations from 1983-1996
Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students' Mathematics Achievement
The effects of two models of active teaching and active learning on the mathematics achievement of 1,736fourth-, fifth-, and sixth-grade students in 81 classrooms in which teachers used within-grade regrouping were compared: a whole-class model that provided for student diversity through ad hoc remediation and enrichment on a daily basis with small groups (referred to as whole-class ad hoc teaching) and a two-group model that accommodated diversi…
Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students’ Mathematics Achievement
The effects of two models of active teaching and active learning on the mathematics achievement of 1,736fourth-, fifth-, and sixth-grade students in 81 classrooms in which teachers used within-grade regrouping were compared: a whole-class model that provided for student diversity through ad hoc remediation and enrichment on a daily basis with small groups (referred to as whole-class ad hoc teaching) and a two-group model that accommodated diversi…
Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform
We examine the social context of current school reform efforts, focusing specifically on the interrelated areas of management and instruction. We maintain that in order to reform schools significantly, we must consider the various constructions of students in the popular culture and educational community and their implication for school management policies. We believe that the intended modern school curriculum, which is designed to produce self-m…
An Observational Study of Small-Group Mathematics Instruction in Elementary Schools
This article reports a naturalistic study of small-group instruction in elementary school mathematics classes. Three school districts from three cities (a small suburban city, a large urban city, and a middle-sized city) in three midwestern states were studied. Observations (N = 206) of entire mathematics periods were made in the classrooms of 33 teachers (primarily fourth-, fifth-, and sixth-grade) in 21 schools. This article describes the types…
Learning to ask questions: Grade and school effects
Two Decades of Research on Teacher Expectations: Findings and Future Directions
Good discusses the types of teacher expectation effects evi denced in the classroom. Particular attention is focused on the research that addresses teachers' expectations for and interac tions with individuals believed to be of high or low potential. Good presents a model for use in understanding the dynamics of expectation communication in the classroom and highlights numerous studies relating teacher expectations with student behavior. The diff…
Student Passivity: A Study of Question Asking in K-12 Classrooms
Thomas L. Good, Ricky L. Slavings, Kathleen Hobson Harel, Hugh Emerson, Student Passivity: A Study of Question Asking in K-12 Classrooms, Sociology of Education, Vol. 60, No. 3 (Jul., 1987), pp. 181-199
Schools make a difference: Evidence, criticism, and new directions
Schools make a difference: Evidence, criticism, and new directions
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
Classrooms with “more favorable” teaching situations were defined as those in which more than a third of the students were high aptitude and less than a third of the students were low aptitude. “Less favorable” classrooms were those in which less than a third of the students were high aptitude and more than a third of the students were low aptitude. The stated hypothesis was that the ratio of high-aptitude students to low-aptitude students in the…
Gender differences in the academic locus of control beliefs of young children
A statistical combination was conducted on past research examining gender differences in the locus of control beliefs of elementary school children. The review revealed that females tend to score more internally than males in totaland failure-outcome locus of control, as measured by the Intellectual Achievement Responsibility (IAR) Scale. A new administration of the IAR (N » 425) revealed significantly more female internality for both success and…
The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth Grade Students
Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and…
Teacher Effectiveness in the Elementary school
An Examination of Teachers' Effects on High, Middle, and Low Aptitude Students' Performance on a Standardized Achievement Test
This research examines the functional relationship of teacher effectiveness (as defined by students’ mean residual performance on the total mathematics score of the Iowa Test of Basic Skills) and the achievement of high, middle, and low attitude third- and fourth-grade students (as measured by the Cognitive Abilities Test). Significant main effects were found for both teacher competence and student aptitude with no significant interaction between…
An Examination of Teachers’ Effects on High, Middle, and Low Aptitude Students’ Performance on a Standardized Achievement Test
This research examines the functional relationship of teacher effectiveness (as defined by students’ mean residual performance on the total mathematics score of the Iowa Test of Basic Skills) and the achievement of high, middle, and low attitude third- and fourth-grade students (as measured by the Cognitive Abilities Test). Significant main effects were found for both teacher competence and student aptitude with no significant interaction between…
Teaching Mathematics in High and Low SES Classrooms: An Empirical Comparison
The purpose of this paper is to compare the relative effectiveness of a common set of instructional behaviors for fourth grade mathematics students across two different SES settings
Teaching Effects: A Process-Product Study in Fourth-Grade Mathematics Classrooms
Teachers' communication of differential expectations for children's classroom performance: Some behavioral data.
Teacher Effectiveness in the Elementary school
Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform
We examine the social context of current school reform efforts, focusing specifically on the interrelated areas of management and instruction. We maintain that in order to reform schools significantly, we must consider the various constructions of students in the popular culture and educational community and their implication for school management policies. We believe that the intended modern school curriculum, which is designed to produce self-m…
Two Decades of Research on Teacher Expectations: Findings and Future Directions
Good discusses the types of teacher expectation effects evi denced in the classroom. Particular attention is focused on the research that addresses teachers' expectations for and interac tions with individuals believed to be of high or low potential. Good presents a model for use in understanding the dynamics of expectation communication in the classroom and highlights numerous studies relating teacher expectations with student behavior. The diff…
Teaching Effects: A Process-Product Study in Fourth-Grade Mathematics Classrooms
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
Classrooms with “more favorable” teaching situations were defined as those in which more than a third of the students were high aptitude and less than a third of the students were low aptitude. “Less favorable” classrooms were those in which less than a third of the students were high aptitude and more than a third of the students were low aptitude. The stated hypothesis was that the ratio of high-aptitude students to low-aptitude students in the…
Student Passivity: A Study of Question Asking in K-12 Classrooms
Thomas L. Good, Ricky L. Slavings, Kathleen Hobson Harel, Hugh Emerson, Student Passivity: A Study of Question Asking in K-12 Classrooms, Sociology of Education, Vol. 60, No. 3 (Jul., 1987), pp. 181-199
The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth Grade Students
Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and…
Educational Researchers Comment on the Education Summit and Other Policy Proclamations From 1983–1996
How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference
The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducte…
An Observational Study of Small-Group Mathematics Instruction in Elementary Schools
This article reports a naturalistic study of small-group instruction in elementary school mathematics classes. Three school districts from three cities (a small suburban city, a large urban city, and a middle-sized city) in three midwestern states were studied. Observations (N = 206) of entire mathematics periods were made in the classrooms of 33 teachers (primarily fourth-, fifth-, and sixth-grade) in 21 schools. This article describes the types…
Gender differences in the academic locus of control beliefs of young children
A statistical combination was conducted on past research examining gender differences in the locus of control beliefs of elementary school children. The review revealed that females tend to score more internally than males in totaland failure-outcome locus of control, as measured by the Intellectual Achievement Responsibility (IAR) Scale. A new administration of the IAR (N » 425) revealed significantly more female internality for both success and…
Rating Teachers Cheaper, Faster, and Better: Not So Fast
Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Assessment of Teacher Effectiveness (RATE), as better, faster, and cheaper than other available instrum…
St Century Education: A Reference Handbook
This two-volume handbook offers a comprehensive examination of the major trends and issues in education today, providing a framework for understanding the complexities of 21st-century learning. With contributions from leading experts, the handbook covers a wide range of topics, including curriculum reform, educational technology, assessment, teacher education, and the changing role of education in a globalized world. Volume 1 focuses on the found…
Learning to ask questions: Grade and school effects
Teachers' communication of differential expectations for children's classroom performance: Some behavioral data.
Teaching Effects: A Process-Product Study in Fourth-Grade Mathematics Classrooms
An Examination of Teachers' Effects on High, Middle, and Low Aptitude Students' Performance on a Standardized Achievement Test
This research examines the functional relationship of teacher effectiveness (as defined by students’ mean residual performance on the total mathematics score of the Iowa Test of Basic Skills) and the achievement of high, middle, and low attitude third- and fourth-grade students (as measured by the Cognitive Abilities Test). Significant main effects were found for both teacher competence and student aptitude with no significant interaction between…
An Examination of Teachers’ Effects on High, Middle, and Low Aptitude Students’ Performance on a Standardized Achievement Test
This research examines the functional relationship of teacher effectiveness (as defined by students’ mean residual performance on the total mathematics score of the Iowa Test of Basic Skills) and the achievement of high, middle, and low attitude third- and fourth-grade students (as measured by the Cognitive Abilities Test). Significant main effects were found for both teacher competence and student aptitude with no significant interaction between…
Teaching Mathematics in High and Low SES Classrooms: An Empirical Comparison
The purpose of this paper is to compare the relative effectiveness of a common set of instructional behaviors for fourth grade mathematics students across two different SES settings
The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth Grade Students
Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and…
Teacher Effectiveness in the Elementary school
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
Classrooms with “more favorable” teaching situations were defined as those in which more than a third of the students were high aptitude and less than a third of the students were low aptitude. “Less favorable” classrooms were those in which less than a third of the students were high aptitude and more than a third of the students were low aptitude. The stated hypothesis was that the ratio of high-aptitude students to low-aptitude students in the…
Gender differences in the academic locus of control beliefs of young children
A statistical combination was conducted on past research examining gender differences in the locus of control beliefs of elementary school children. The review revealed that females tend to score more internally than males in totaland failure-outcome locus of control, as measured by the Intellectual Achievement Responsibility (IAR) Scale. A new administration of the IAR (N » 425) revealed significantly more female internality for both success and…
Schools make a difference: Evidence, criticism, and new directions
Schools make a difference: Evidence, criticism, and new directions
Two Decades of Research on Teacher Expectations: Findings and Future Directions
Good discusses the types of teacher expectation effects evi denced in the classroom. Particular attention is focused on the research that addresses teachers' expectations for and interac tions with individuals believed to be of high or low potential. Good presents a model for use in understanding the dynamics of expectation communication in the classroom and highlights numerous studies relating teacher expectations with student behavior. The diff…
Student Passivity: A Study of Question Asking in K-12 Classrooms
Thomas L. Good, Ricky L. Slavings, Kathleen Hobson Harel, Hugh Emerson, Student Passivity: A Study of Question Asking in K-12 Classrooms, Sociology of Education, Vol. 60, No. 3 (Jul., 1987), pp. 181-199
Learning to ask questions: Grade and school effects
An Observational Study of Small-Group Mathematics Instruction in Elementary Schools
This article reports a naturalistic study of small-group instruction in elementary school mathematics classes. Three school districts from three cities (a small suburban city, a large urban city, and a middle-sized city) in three midwestern states were studied. Observations (N = 206) of entire mathematics periods were made in the classrooms of 33 teachers (primarily fourth-, fifth-, and sixth-grade) in 21 schools. This article describes the types…
Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform
We examine the social context of current school reform efforts, focusing specifically on the interrelated areas of management and instruction. We maintain that in order to reform schools significantly, we must consider the various constructions of students in the popular culture and educational community and their implication for school management policies. We believe that the intended modern school curriculum, which is designed to produce self-m…
Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students' Mathematics Achievement
The effects of two models of active teaching and active learning on the mathematics achievement of 1,736fourth-, fifth-, and sixth-grade students in 81 classrooms in which teachers used within-grade regrouping were compared: a whole-class model that provided for student diversity through ad hoc remediation and enrichment on a daily basis with small groups (referred to as whole-class ad hoc teaching) and a two-group model that accommodated diversi…
Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students’ Mathematics Achievement
The effects of two models of active teaching and active learning on the mathematics achievement of 1,736fourth-, fifth-, and sixth-grade students in 81 classrooms in which teachers used within-grade regrouping were compared: a whole-class model that provided for student diversity through ad hoc remediation and enrichment on a daily basis with small groups (referred to as whole-class ad hoc teaching) and a two-group model that accommodated diversi…
Educational Researchers Comment on the Education Summit and Other Policy Proclamations From 1983–1996
Educational Researchers Comment on the Education Summit and Other Policy Proclamations from 1983-1996
Underestimating Youth's Commitment to Schools and Society: Toward a More Differentiated View
How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference
The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducte…
St Century Education: A Reference Handbook
This two-volume handbook offers a comprehensive examination of the major trends and issues in education today, providing a framework for understanding the complexities of 21st-century learning. With contributions from leading experts, the handbook covers a wide range of topics, including curriculum reform, educational technology, assessment, teacher education, and the changing role of education in a globalized world. Volume 1 focuses on the found…
Rating Teachers Cheaper, Faster, and Better: Not So Fast
Gargani and Strong claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. They further contend that their six-item inventory requires little judgment from those who use it. They describe their instrument, the Rapid Assessment of Teacher Effectiveness (RATE), as better, faster, and cheaper than other available instrum…
Using dyadic observation to explore equitable learning opportunities in classroom instruction
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findi…
Psychology (25 works) · Mathematics education (19 works) · Pedagogy (12 works) · Political science (8 works) · School Choice and Performance (8 works) · Teacher Education and Leadership Studies (8 works) · Academic achievement (7 works) · Computer Science (7 works) · Developmental psychology (7 works) · Social Psychology (7 works)