A Systemic Approach to Enhancing Teacher Quality
The Ohio Model
Bibliographic Data
| ID | 4307582 |
|---|---|
| Authors | Thomas J Lasley (University of Dayton), Daryl Siedentop (The Ohio State University), Robert Yinger (University of Cincinnati) |
| Year | 2006 |
| Volume | 57 |
| Issue | 1 |
| Pages | 13-21 |
| Publication date | 2006-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487105284455 |
| OpenAlex | W2021719208 |
| Language | EN |
| Citations received | 15 |
| References cited | 2 |
All those responsible for the preparation of teachers agree that having a highly qualified teacher in every classroom is essential to student academic achievement. The research of the past decade by William Sanders and others clearly demonstrates the significance of the teacher in fostering student growth and academic achievement. What researchers and practitioners are having difficulty agreeing on is the essential characteristics of the teachers who create value-added learning and the ways in which professional development experiences need to be structured in order to foster and develop those critical teacher characteristics. The Ohio Teacher Quality Partnership represents one state's approach to better understand the relationship between teacher behaviors and student achievement and how a wide variety of stakeholders are collaborating to create a more vital educational system for P-12 students
Academic achievement · Faculty Development · General partnership · Mathematics education · Pedagogy · Political science · Professional development · Quality (philosophy) · Student achievement · Teacher education · Teacher Quality · Value (mathematics) · Variety (cybernetics) · Computer Science · Education Methods and Practices · Engineering · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Standpoints
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences
Teacher Education in a New Age of Accountability
Exploring elementary teacher self-efficacy and teacher beliefs
A Model and Questionnaire of Professional Competencies of Iranian EFL Teachers at Public and Private Sectors and its Relation with their Students’ Achievement
Teachers' narratives
Benefits of collaborative action research for the beginning teacher
Pre-service teachers' sense of efficacy
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
Responding to Our Critics
A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
Complex by Design
Teacher Recruitment and Retention
Effective University Instructors as Perceived by Turkish and Omani University Students
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2006 - 2022 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 14 |