Making the case for differentiated teacher effectiveness: An overview of research in four key areas
UNSPECIFIED. (2005) Making the case for differentiated teacher effectiveness: An overview of research in four key areas. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 16 (1). pp. 51-70. ISSN 0924-3453Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/09243450500113985
Research into teacher effectiveness has traditionally attempted to uncover generic characteristics of effective teachers. However, recently the realisation that teacher effectiveness may be differentiated across different domains has gained recognition. In this article, we propose that researchers and policy-makers develop more differentiated models of teacher effectiveness. An overview of research is given that looks at whether there is evidence for differentiated effectiveness in four areas: different subject and curriculum areas, pupil background and ability, pupils' personal characteristics, and different teacher roles.
|Item Type:||Journal Article|
|Journal or Publication Title:||SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT|
|Publisher:||ROUTLEDGE TAYLOR & FRANCIS LTD|
|Official Date:||March 2005|
|Number of Pages:||20|
|Page Range:||pp. 51-70|
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