Attribution Error and the Quest for Teacher Quality
Bibliographic Data
| ID | 9733630 |
|---|---|
| Authors | Mary M Kennedy (corresponding author) |
| Year | 2010 |
| Volume | 39 |
| Issue | 8 |
| Pages | 591-598 |
| Publication date | 2010-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x10390804 |
| OpenAlex | W2116894975 |
| Language | EN |
| Citations received | 62 |
| References cited | 34 |
Social psychologists are persuaded that researchers as well as laymen tend to overestimate the influence of personal traits and underestimate the influence of situations on observed behavior. The author of this article suggests that education researchers and policy makers may be overestimating the role of personal qualities in their quest to understand teaching quality. In their effort to understand classroom-to-classroom differences in student learning, they may focus too much on the characteristics of teachers themselves, overlooking situational factors that may have a strong bearing on the quality of the teaching practices we see. The author reviews some of these situational forces
Attribution · Epistemology · Pedagogy · Quality (philosophy · Situational ethics · Teacher Quality · Educational Assessment and Pedagogy · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
Evaluating the validity evidence surrounding use of value-added models to evaluate teachers
Teacher Reforms Around The World Implementations And Outcomes
Teaching as a Profession
One lesson is all you need? Stability of instructional quality across lessons
Teachers’ self-efficacy, personality, and teaching effectiveness
Teacher pedagogical content knowledge, practice, and student achievement
How Context Matters in High-Need Schools
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
Language Teacher Immunity
Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences
Challenges and validation in estimating teacher value-added in English secondary schools
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality
Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching
Bridging Theory and Practice
Decomposing the observation-based coaching process
A practical approach to assessment for learning and differentiated instruction
The power of knowledge
Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation
Teachers as researchers and the issue of practicality
New and Old Forms of Prejudices Among Teachers
Portraying secondary science teacher retention with the person‐position framework
The Resources of Instructional Contexts
Preparing Mathematics Teachers to Teach English Language Learners
Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students
Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students
Nonnative Teachers’ and Observers’ Evaluation of Teachers’ Teaching Quality
Good Teaching in Difficult Times
Dificultades y Propuestas para el Maestro Ideal del Siglo XXI
Les pratiques évaluatives sommatives déclarées d’enseignant·e·s québécois·es d’ÉPS en termes de planification et de prise d’informations
Leisure education research and the fundamental attribution error
Towards a school culture of pedagogical fairness
The Role of Morality and Religiosity in Ethnic and Homophobic Prejudice Among Teachers
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
The sustainability and unsustainability of teachers’ and leaders’well-being
Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking
Paving the way for sustainable educational change
A second-grade teacher's adaptive teaching during an integrated science-literacy unit
School context and instructional capacity
Pisa and high-performing education systems
The hullabaloo of schooling
Teacher Job Satisfaction and Student Achievement
Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness
Operationalising pedagogical content knowledge research in technology education
Learning to Teach English Language Learners
Teaching Versus Teachers as a Lever for Change
Teacher Professional Development Focusing on Pedagogical Content Knowledge
Issues in Analyzing Alignment of Language Arts Common Core Standards With State Standards
When Rater Reliability Is Not Enough
Will Vams Reinforce the Walls of the Egg-Crate School
Scholarships to Recruit the “Best and Brightest” Into Teaching
The Work of Steering Instruction Toward the Mathematical Point
School Organizational Contexts, Teacher Turnover, and Student Achievement
Proximal Processes in Urban Classrooms
Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices
Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures
Illuminating the Black Hole
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
The Effects of Teacher Entry Portals on Student Achievement
Observation and Teacher Quality
The Learning gap
Handbook of Research on Teacher Education
Knowing and Teaching Elementary Mathematics
The Ordeal of Equality
Inside Teaching
Academic Work
What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement
Teachers and Student Achievement in the Chicago Public High Schools
Organizing Schools for Improvement
Organizing Schools for Improvement
The Intuitive Psychologist And His Shortcomings
Beyond the classroom
Selling Students Short
Selling Students Short
American Educational Research Journal, 1964-1968
Different Tests, Different Answers
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
The correspondence bias
How Work Roles Influence Perception
Classroom effects
Who Controls Teachers' Work
Contextual Effects on the Self-perceived Efficacy of High School Teachers
| Unique citing works | 62 |
|---|---|
| Citations per year | 4,13 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 61 |