The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
On Making Determinations of Quality in Teaching
Abstract
This article examines the notion of quality teaching, exploring its conceptual, empirical and normative properties. We begin by analyzing the concept of teaching, separating it into its task sense (what teachers try to do) and its achievement sense (the student learning that teachers foster). The analysis suggests that any determination of quality in teaching must account for both the worthiness of the activity (good teaching) as well as the realization of intended outcomes (successful teaching). Good teaching is not the same as successful teaching, nor does one logically entail the other. For teaching to be both good and successful, it must be conjoined with factors well beyond the range of control of the classroom teacher. The analysis of the concept of teaching is then used to explore three programs of research on teaching: process-product, cognitive science, and constructivist. The article concludes with an analysis of the policy implications of this explication of quality teaching.
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Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Ingersoll, R. M. (2001) · American Educational Research Journal · doi:10.3102/00028312038003499 · Cited by 2,989
Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior
Shavelson, R. J., & Stern, P. (1981) · Review of Educational Research · doi:10.3102/00346543051004455 · Cited by 1,113
Cited by
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
How does leadership affect student achievement? Results from a national US survey
Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010) · School Effectiveness and School Improvement · doi:10.1080/09243453.2010.486586 · Cited by 624
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts
Meyer, D. K., & Turner, J. C. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9032-1 · Cited by 479
Linking Teacher Quality, Student Attendance, and Student Achievement
Gershenson, S. (2016) · Education Finance and Policy · doi:10.1162/edfp_a_00180 · Cited by 215
Teacher Education: Its Problems and Some Prospects
Sykes, G., Bird, T., & Kennedy, M. (2010) · Journal of Teacher Education · doi:10.1177/0022487110375804 · Cited by 178
Metadata
- Authors
- Fenstermacher, G. D., & Richardson, V.
- Venue
- Teachers College Record: The Voice of Scholarship in Education
- Publisher
- SAGE Publications
- Published
- 2005-01
- Volume
- 107
- Issue
- 1
- Pages
- 186-213
- ISSN
- 0040-0475 (ISSN-L)
- 0161-4681
- 1467-9620
- OpenAlex
- W1985623351
- Cited by
- 497
- References
- 3
- FWCI
- 54.94
- Type
- journal article
- Language
- en
- Open access
- closed
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- Fenstermacher, G. D., & Richardson, V. (2005). On Making Determinations of Quality in Teaching. Teachers College Record: The Voice of Scholarship in Education. https://doi.org/10.1111/j.1467-9620.2005.00462.x
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
