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Cited by 1,259

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

Seidel, Tina, Shavelson, Richard J.·2007·Review of Educational Research
DOI 10.3102/0034654307310317
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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.

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Metadata

Authors
Seidel, T., & Shavelson, R. J.
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2007-12
Volume
77
Issue
4
Pages
454-499
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654307310317
OpenAlex
W2118454401
Cited by
1,259
References
165
FWCI
94.28
Type
journal article
Language
en
Open access
closed

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