Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers

Bibliographic Data

ID4307809
AuthorsMichael Strong (0000-0003-2661-4775, University of California, Santa Cruz, CA, USA, corresponding author), John Gargani (0009-0007-1409-6276, Gargani + Company, Inc., Berkeley, CA, USA), Özge Hacifazlioğlu (Bahcesehir University, Istanbul, Turkey), Özge Hacıfazlıoğlu (0000-0002-5040-229X, Bahçeşehir University)
Year2011
Volume62
Issue4
Pages367-382
Publication date2011-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487110390221
OpenAlexW2000072839
LanguageEN
Citations received15
References cited40

The authors report on three experiments designed to (a) test under increasingly more favorable conditions whether judges can correctly rate teachers of known ability to raise student achievement, (b) inquire about what criteria judges use when making their evaluations, and (c) determine which criteria are most predictive of a teacher's effectiveness. All three experiments resulted in high agreement among judges but low ability to identify effective teachers. Certain items on the established measure that are related to instructional behavior did reliably predict teacher effectiveness. The authors conclude that (a) judges, no matter how experienced, are unable to identify successful teachers; (b) certain cognitive operations may be contributing to this outcome; (c) it is desirable and possible to develop a new measure that does produce accurate predictions of a teacher's ability to raise student achievement test scores

Academic achievement · Cognition · Identification (biology) · Mathematics education · Measure (data warehouse) · Student achievement · Test (biology) · Computer Science · Educational Assessment and Improvement · Psychology · School Choice and Performance

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