Theory on Teaching Effectiveness at Meta, General and Partial Level

Jaap Scheerens

doi:10.1007/978-3-031-25613-4_4

Theory on Teaching Effectiveness at Meta, General and Partial Level

Jaap Scheerens^*

^*Corresponding author for this work

Cognition, Data and Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

9 Citations (Scopus)

212 Downloads (Pure)

Abstract

This chapter focuses on theories in the context of educational effectiveness research. Three levels of theory are distinguished: (1) The meta-theoretical level uses a multi-level framework of measurable facets of educational quality to provide a structure into studying teaching and its effects on student learning. (2) The general theory of teaching effectiveness focuses on major substantive dimensions of pro-active, interactive, and retro-active strategies as well as “structured independence”. (3) Partial theories are more specific in being closely tied to empirical outcomes, with “direct teaching” and tentative explanatory mechanisms in the realm of providing emotional support in classroom teaching being two examples. The three levels are considered to discuss the value of theories for research on teaching and its effects on student learning.

Original language	English
Title of host publication	Theorizing Teaching
Subtitle of host publication	Current Status and Open Issues
Editors	Anna-Katharina Praetorius, Charalambos Y. Charalambous
Publisher	Springer
Pages	97-130
Number of pages	34
ISBN (Electronic)	9783031256134
ISBN (Print)	9783031256127
DOIs	https://doi.org/10.1007/978-3-031-25613-4_4
Publication status	Published - 7 Jun 2023

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

CIPO-model
Core teaching dimensions
Direct teaching
Educational effectiveness research
Meta-theory

Access to Document

10.1007/978-3-031-25613-4_4Licence: CC BY

978-3-031-25613-4_4Final published version, 939 KBLicence: CC BY

Cite this

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Theory on Teaching Effectiveness at Meta, General and Partial Level

Abstract

UN SDGs

Keywords

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