What Makes Great Teaching? Review of the Underpinning Research.

This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices which are supported by good evidence of their effectiveness are also examined and six key factors that contribute to great teaching are identified. The report also analyses different methods of evaluating teaching including: using ‘value-added’ results from student test scores; observing classroom teaching; and getting students to rate the quality of their teaching.

[1]  Robert Goldhammer.  Clinical Supervision: Special Methods for the Supervision of Teachers , 1969 .

[2]  Herbert W. Marsh,et al.  SEEQ: A Reliable, Valid, and Useful Instrument for Collecting Students' Evaluations of University Teaching. , 1982 .

[3]  H. Marsh.  Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness , 1984 .

[4]  J. Brophy.  Teacher behavior and student achievement , 1984 .

[5]  C. Glickman.  Supervision of Instruction: A Developmental Approach. , 1985 .

[6]  Lee S. Shulman,et al.  A Union of Insufficiencies: Strategies for Teacher Assessment in a Period of Educational Reform. , 1988 .

[7]  The dysfunctional marriage of formative and summative teacher evaluation , 1988 .

[8]  H. McCallion,et al.  Clinical supervision , 1996, Nursing management.

[9]  Charlotte F. Danielson.  Enhancing Professional Practice: A Framework for Teaching , 1996 .

[10]  Caution--Praise Can Be Dangerous. , 1999 .

[11]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[12]  Charlotte F. Danielson,et al.  Teacher Evaluation to Enhance Professional Practice , 2000 .

[13]  David Moseley,et al.  Teachers' thinking about information and communications technology and learning: beliefs and outcomes , 2001 .

[14]  Larry Ambrose,et al.  The power of feedback. , 2002, Healthcare executive.

[15]  R. Coe,et al.  Evidence on the role and impact of performance feedback in schools. , 2002 .

[16]  Haggai Kupermintz,et al.  Teacher Effects and Teacher Effectiveness: A Validity Investigation of the Tennessee Value Added Assessment System , 2003 .

[17]  Peter A. Youngs,et al.  Teacher Characteristics and Student Achievement Gains: A Review , 2003 .

[18]  Daniel F. McCaffrey,et al.  Evaluating Value-Added Models for Teacher Accountability. Monograph. , 2003 .

[19]  Jonah E. Rockoff.  The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data , 2004 .

[20]  Daniel F. McCaffrey,et al.  Evaluating Value-Added Models for Teacher Accountability , 2004 .

[21]  Stephen W. Raudenbush,et al.  What Are Value-Added Models Estimating and What Does This Imply for Statistical Practice? , 2004 .

[22]  Y. Bouchamma.  Evaluating Teaching Personnel. Which Model of Supervision Do Canadian Teachers Prefer? , 2007 .

[23]  Heather C. Hill,et al.  Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement , 2005 .

[24]  Richard E. Clark,et al.  Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .

[25]  L. Kyriakides,et al.  Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model , 2006 .

[26]  Raymond P. Perry,et al.  The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective , 2007 .

[27]  Helen Timperley,et al.  Teacher professional learning and development: Best evidence synthesis iteration , 2007 .

[28]  Daniel F. McCaffrey,et al.  The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures , 2007 .

[29]  Jennifer Goldstein,et al.  Easy to Dance To: Solving the Problems of Teacher Evaluation with Peer Assistance and Review , 2007, American Journal of Education.

[30]  Gary F. Kohut,et al.  Peer Observation of Teaching: Perceptions of the Observer and the Observed , 2007 .

[31]  J. Geake.  Neuromythologies in education , 2008 .

[32]  M. McDaniel,et al.  Learning Styles , 2008, Psychological science in the public interest : a journal of the American Psychological Society.

[33]  J. Boaler.  When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory Panel’s Review of Instructional Practices , 2008 .

[34]  Courtney A. Bell,et al.  Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. , 2008 .

[35]  Brian A. Jacob,et al.  Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education , 2008, Journal of Labor Economics.

[36]  Drew H. Gitomer,et al.  Measurement Issues and Assessment for Teaching Quality , 2008 .

[37]  A. Amrein-Beardsley.  Methodological Concerns About the Education Value-Added Assessment System , 2008 .

[38]  B. Hamre,et al.  Classroom assessment scoring system. , 2008 .

[39]  Courtney A. Bell,et al.  A Practical Guide to Evaluating Teacher Effectiveness. , 2009 .

[40]  M. Isoré,et al.  Teacher Evaluation: Current Practices in OECD Countries and a Literature Review , 2009 .

[41]  V. Faubert.  School Evaluation : Current Practices in OECD Countries and a Literature Review , 2009 .

[42]  L. Kyriakides,et al.  Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development , 2009 .

[43]  Sean F. Reardon,et al.  Assumptions of Value-Added Models for Estimating School Effects , 2009, Education Finance and Policy.

[44]  EQUIPping Teachers: A Protocol to Guide and Improve Inquiry-Based Instruction. , 2009 .

[45]  Daniel F. McCaffrey,et al.  The Intertemporal Variability of Teacher Effect Estimates , 2009, Education Finance and Policy.

[46]  T. Banta,et al.  Change : The Magazine of Higher Learning , 2010 .

[47]  Daniel T. Willingham,et al.  The Myth of Learning Styles , 2010 .

[48]  M. Kennedy.  Attribution Error and the Quest for Teacher Quality , 2010 .

[49]  L. Kyriakides,et al.  A synthesis of studies searching for school factors: implications for theory and research , 2010 .

[50]  P. Hinchey.  Getting Teacher Assessment Right: What Policymakers Can Learn From Research , 2010 .

[51]  Xiaoxia A. Newton,et al.  Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts , 2010 .

[52]  Mary James,et al.  TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact , 2011 .

[53]  Heather C. Hill,et al.  A Validity Argument Approach to Evaluating Teacher Value-Added Scores , 2011 .

[54]  Jonah E. Rockoff,et al.  provided that full credit, including © notice, is given to the source. Can You Recognize an Effective Teacher When You Recruit One? , 2008 .

[55]  E. Bjork,et al.  Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. , 2011 .

[56]  ohn,et al.  The Effect of Evaluation on Teacher Performance , 2011 .

[57]  J. Papay.  Different Tests, Different Answers , 2011 .

[58]  Raj Chetty,et al.  The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood , 2011 .

[59]  Michael Strong,et al.  Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers , 2011 .

[60]  S. Gorard,et al.  The impact of attitudes and aspirations on educational attainment and participation , 2012 .

[61]  Stephen Gorard,et al.  How Unstable are ‘School Effects’ Assessed by a Value-Added Technique? , 2012 .

[62]  A. Sriprakash.  Principles of Instruction , 2012 .

[63]  L. Kyriakides,et al.  Improving Quality in Education: Dynamic Approaches to School Improvement , 2012 .

[64]  What is great pedagogy : A literature review for the National College of School Leadership , 2012 .

[65]  Charalambos Y. Charalambous,et al.  What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching , 2013 .

[66]  A. Hobson,et al.  Teacher fabrication as an impediment to professional learning and development: the external mentor antidote , 2013 .

[67]  Philip M. Sadler,et al.  The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms , 2013 .

[68]  Daniel F. McCaffrey,et al.  A Composite Estimator of Effective Teaching , 2013 .

[69]  John Dunlosky,et al.  Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology , 2012 .

[70]  Pam Sammons,et al.  Effective teaching: A review of research and evidence , 2013 .

[71]  Daniel T. Willingham,et al.  What Will Improve a Student’s Memory? , 2013 .

[72]  Peter Henderson,et al.  The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit. , 2013 .

[73]  Matthew Ronfeldt,et al.  The Test Matters , 2014 .

[74]  Robert Coe,et al.  Stability over time of different methods of estimating school performance , 2014 .

[75]  M. Kraft,et al.  Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience , 2014, Educational evaluation and policy analysis.

[76]  Russell Gersten,et al.  Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010. , 2014 .

[77]  D. Muijs,et al.  State of the art – teacher effectiveness and professional learning , 2014 .

[78]  P. Howard-Jones,et al.  Neuroscience and education : myths and messages , 2014 .

[79]  M. McDaniel,et al.  Make It Stick , 2014 .

[80]  Robert C. Pianta,et al.  Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project , 2014 .

[81]  Does the Test Matter , 2015 .

[82]  Sue Betka,et al.  National Center for Education Evaluation and Regional Assistance , 2015 .