The DOI matches its Crossref record; 165 of the 165 references it cites were found in a registry or an index.
Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results
Abstract
This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process–product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domain-specific components of teaching—teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching–learning process.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Statistical power analysis for the behavioral sciences
(1990) · Computers, Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,269
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666
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
(1963) · Medical Entomology and Zoology · Cited by 15,085
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 3×
“From this conception of learning, it follows that teaching should maximize the opportunity for students to engage in activities that promote higher order learning (Bransford et al., 2000; Brown et al., 1989; De Corte et al., 2003; Donovan & Bransford, 2005; Greeno et al., 1996).”
BackgroundMethod(2002) · Cited by 13,211
(1999) · Cited by 12,812
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,626
Statistical Methods for Meta-Analysis
Wasserman, S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,326
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Cited by
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100
Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
Klassen, R. M., & Tze, V. M. C. (2014) · Educational Research Review · doi:10.1016/j.edurev.2014.06.001 · Cited by 1,221
Dignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012) · Review of Educational Research · doi:10.3102/0034654312457206 · Cited by 1,021
Self-citationDeveloping a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning
Landers, R. N. (2014) · Simulation & Gaming · doi:10.1177/1046878114563660 · Cited by 918
Metadata
- Authors
- Seidel, T., & Shavelson, R. J.
- Venue
- Review of Educational Research
- Published
- 2007-12
- Volume
- 77
- Issue
- 4
- Pages
- 454-499
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2118454401
- Cited by
- 1,259
- References
- 165
- FWCI
- 94.28
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. https://app.cochat.ai/papers/10.3102/0034654307310317
- The paper
- Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research. https://doi.org/10.3102/0034654307310317
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
