The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality
Abstract
Background: Theory, methods, and knowledge gained from years of study in psychological science and human development apply to the understanding and improvement of teacher quality and, ultimately, student achievement and social and emotional outcomes. With these applications, educational research has stronger potential to make more effective and systematic contributions to the improvement of teaching in American schools. This potential can be realized by linking the scientific study of psychology and teachers’ development (social, relational, psychological, and cognitive) to teachers’ classroom behaviors (the mechanisms and processes underlying quality) and student achievement of educational and social and emotional objectives (the outputs of quality). New funds of knowledge in developmental and psychological science can serve as a basis for future research on inputs into teacher quality. Purpose: The present article advances an interdisciplinary perspective on the factors influencing teacher quality, specifically defined as teachers’ practices and their interactions with students that can be shown to relate to student achievement. The article (1) offers a view of teacher quality focused on teacher–child interactions that serve as explanatory mechanisms in predicting children's achievement; (2) introduces key principles of human adult development that offer insights to link developmental research on teachers to teacher quality and, ultimately, to student achievement and social and emotional outcomes; and (3) discusses two bodies of research from psychological science that illustrate the ways in which psychological principles and an overarching view of teachers as developing people may contribute to current debates about teacher quality. Research Design: The article synthesizes research from the fields of education and psychology. Conclusions: The article closes with recommendations for basic, developmentally oriented research on teacher quality and student achievement.
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“…these reasons, pre-service early childhood education (ECE) teachers should become prepared for the aforementioned difficulties through the teacher training process and should also gain knowledge regarding how to ensure their psychological well-being (Jamil et al., 2012; Rimm-Kaufman & Hamre, 2010).”
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“…quality in education environments depends to a large extent on effective teachers who can bring students and meaningful learning activities together, create a definite routine in their classrooms and succeed in establishing positive teacher-student relationships (Rimm-Kaufman & Hamre, 2010).”
BackgroundMeasuring Teachers' Instruction with Multilevel Item Response Theory
Kelcey, B. (2016) · doi:10.24297/ijrem.v7i1.3857 · Cited by 2
“Comprehensive theories of teaching also describe effective instruction as a process that is responsive to the purpose of a lesson and informed by the knowledge a teacher brings to the classroom (Pacheco, 2009; Rimm-Kaufman & Hamre, 2010).”
BackgroundThe Importance of Selecting the Most Effective Teachers
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“2002; Korthagen 2010); and to maintain a sense of professionalism and act as an advocate for child safety (Kenny 2004; Montgomery and Rupp 2005; Rimm-Kaufman and Hamre 2010).”
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“This oversight is significant because teaching is an inherently co-constructed process, meaning a teacher’s instructional practices are profoundly shaped by classroom composition (Organisation for Economic Co-operation and Development [OECD], 2021; Rimm-Kaufman & Hamre, 2010; Teig & Nilsen, 2022).”
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“…important for their capacity to create high-quality classroom experiences, including providing sensitive and responsive interactions and designing engaging activities (Bronfenbrenner & Morris, 2007; Jennings & Greenberg, 2009; Kwon et al., 2020; Rimm-Kaufman & Hamre, 2010; Smith & Lawrence, 2019).”
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“and teachers to perform management and quality control over the effectiveness of educational activities [3].”
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“Positive parent-teacher relationships characterized by warmth and low levels of conflict are linked to social competence and adaptation to school [34].”
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“Psychological attributes and personal development are recognised as critical inputs to teacher quality, particularly in relation to professional development and experiences (Rimm-Kaufman & Hamre, 2010).”
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“Teachers’ online teaching efficacy affects their teaching behaviors and perceptions of teaching competence[15], which plays a dominant role in teachers’ internal self-regulation, and is constantly changing [16].”
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“A thorough examination of the effectiveness of instruction can offer insight into the mechanisms underlying the link between teacher competence and student growth (Rimm-Kaufman & Hamre (2010)).”
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“In this sense, teaching quality is not a fixed attribute; rather, it is co-constructed through ongoing interactions between teachers and students (Rimm-Kaufman & Hamre, 2010).”
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“Although the conceptualizations of the five personality traits within the psycho-lexical and questionnaire approaches are slightly different (Saucier & Goldberg, 1996), strong convergence exists between the various five-factor models (De Raad & Perugini, 2002; Goldberg, 1990; John & Srivastava,…”
Khanshan, S. K., Yousefi, M. H., & Kashef, S. H. (2020) · Research Square · doi:10.21203/rs.3.rs-56302/v1 · Cited by 1
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Krauß, E. (2019) · Digitale Bibliothek Braunschweig (Verbundzentrale Göttingen (VZG)) · doi:10.24355/dbbs.084-201901231327-0
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“For example, studies have shown that internet technologies have changed the teaching methods in the classroom, from the student-lecturer model to a teacher-facilitator model (Giles, 2009; Rimm-Kaufman & Hamre, 2010) .”
Background
Metadata
- Authors
- Rimm-Kaufman, S. E., & Hamre, B. K.
- Affiliations
- University of Virginia
- University of Virginia (US)
- ORCID
- Hamre, Bridget K.
- Venue
- Teachers College Record: The Voice of Scholarship in Education
- Publisher
- SAGE Publications
- Published
- 2010-11
- Volume
- 112
- Issue
- 12
- Pages
- 2988-3023
- ISSN
- 0040-0475 (ISSN-L)
- 0161-4681
- 1467-9620
- OpenAlex
- W245440419
- Cited by
- 157
- References
- 0
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 19 · 2023: 13 · 2022: 10 · 2021: 12 · 2020: 14 · 2019: 11 · 2018: 10 · 2017: 11 · 2016: 6 · 2015: 8 · 2014: 10 · 2013: 6 · 2012: 4
- FWCI
- 15.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers College Record The Voice of Scholarship in Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- teacher quality, teacher professional development, teacher-child interaction, academic performance, social-emotional outcomes, adult development, teacher practices, classroom behavior, interdisciplinary research
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