Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 70-87 |
| Journal | Educational research review |
| Volume | 18 |
| DOIs | |
| Publication status | Published - 11 Mar 2016 |
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Keywords
- METIS-316260
- IR-100072
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Integrating teacher education effectiveness research into educational effectiveness models. / Scheerens, Jaap; Blömeke, Sigrid.
In: Educational research review, Vol. 18, 11.03.2016, p. 70-87.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Integrating teacher education effectiveness research into educational effectiveness models
AU - Scheerens, Jaap
AU - Blömeke, Sigrid
PY - 2016/3/11
Y1 - 2016/3/11
N2 - The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement compared to other tools such as school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level.
AB - The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement compared to other tools such as school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level.
KW - METIS-316260
KW - IR-100072
U2 - 10.1016/j.edurev.2016.03.002
DO - 10.1016/j.edurev.2016.03.002
M3 - Article
VL - 18
SP - 70
EP - 87
JO - Educational research review
JF - Educational research review
SN - 1747-938X
ER -