Background Image
Previous Page  10 / 52 Next Page
Basic version Information
Show Menu
Previous Page 10 / 52 Next Page
Page Background






2015 –


1 –




Educational Assessment, Evaluation and Accountability, 24,


Chetty, R., Friedman, J. N., Rockoff, J. E. (2011).

The long-term impacts of teachers: Teacher value-added and student

outcomes in adulthood (Working Paper 17699).

Cambridge, MA: National Bureau of Economic Research.

Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research.

Educational Evaluation

and Policy Analysis, 25

(2), 119-142.

Coleman, J.S., Campbell, E.Q., Hobson, C.F., McPartland, J., Mood, A.M., Weinfeld, F.D., et al. (1966).

Equality of

educational opportunity

. Washington, D.C.: U.S. Government Printing Office.

Coleman, J. S., Pettigrew, T. F., Sewell, W. H., & Pullum, T. W. (1973). Inequality: A reassessment of the effect of family

and schooling in America.

American Journal of Sociology, 78

(6) 1523-1544.

Creemers, B.P.M., & Kyriakides, L. (2008).

The dynamics of educational effectiveness: a contribution to policy, prac-

tice and theory in contemporary schools

. London and New York: Routledge.

Danielson, C. (2007).

Enhancing professional practice: A framework for teaching



ed.). Alexandria, VA: Association

for Supervision and Curriculum Development (pp.1-13).

Demetriou, D., & Kyriakides, L. (2012). The impact of school self-evaluation upon student achievement: a group rand-

omization study.

Oxford Review of Education, 38

(2), 149-170.

Edmonds, R. R. (1979). Effective schools for the urban poor.

Educational Leadership, 37

(1), 15-27.

Grossman, P., Loeb, S., Cohen, J., Hammerness, K. Wyckoff, J., Boyd, D., et al. (2010).

Measure for measure: The rela-

tionship between measures of instructional practice in middle school English Language Arts and teachers’ value-added

scores. Working Paper 16015.

Cambridge, MA: National Bureau of Economic Research.

Hanushek, E. (December, 2010). The economic value of higher teacher quality. National Center for Analysis of Longi-

tudinal Data in Education Research (CALDER), Working Paper 56. Washington, DC: CALDER, The Urban Institute.

Hanushek, E. A., & Rivkin, S.G. (2002).

Teacher quality.

In L. T. Izumi, & W. M. Evers (Eds.), Teacher quality (pp.

2-12). Stanford, CA: Hoover Institution Press.

Hanushek, E. A, & Rivkin, S. G. (2010). Generalizations about using value-added measures of teaching quality.


American Economic Review, 100

(2), 267-271.

Hattie, J. (2009).

Visible learning: a synthesis of over 800 meta-analyses relating to achievement.

NewYork: Routledge.

Hill, H. C., Blunk, M. Charalambous, C. Y., Lewis, J., Phelps, G. C., Sleep, L., et al. (2008). Mathematical Knowledge

for Teaching and the Mathematical Quality of Instruction: An exploratory study.

Cognition and Instruction, 26

, 430-511.

Hill, H. C., Charalambous, C. Y., & Kraft, M. (2012). When rater reliability is not enough: Teacher observation systems

and a case for the G-study.

Educational Researcher, 41

(2), 56-64.

Ηill, H. C., Kapitula, L. R., & Umland, K. L. (2011). A validity argument approach to evaluating value-added scores.

American Educational Research Journal, 48

(3), 794-831.

Jencks, C., Smith, M., Acland, H., Bane, M.J., Cohen, D., Gintis, H., et al. (1972).

Inequality: A reassessment of the ef-

fects of family and schooling in America.

New York: Basic Books.

Kane, T. J., & Staiger, D. O. (2012).

Gathering feedback for teaching: Combining high-quality observations with student

surveys and achievement gains.

Seattle: Bill & Melinda Gates Foundation. Retrieved November 30, 2012, from http://

Kane, T., J., Taylor, E. S., Tyler, J H., & Wooten, A. L. (2010).

Identifying effective classroom practices using student

achievement data.

NBER Working Paper 15803. Cambridge, MA: National Bureau of Economic Research.

Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in

Swiss and German mathematics classrooms. In T. Janík & T. Seidel (Eds.),

The power of video studies in investigating

teaching and learning in the classroom

(pp. 137-160). Münster: Waxmann Publishing Co.

Konstantopoulos, S. (2012). Teacher effects: Past, present and future. In S. Kelly (Ed.),

Assessing teacher quality: Un-

derstanding teacher effects on instruction and achievement

(pp. 33-48). NY: Teachers College Press.

Konstantopoulos, S., & Chung, V. (2011). The persistence of teacher effects in elementary grades.

American Educa-

tional Research Journal, 48

(2), 361-386.

Kyriakides, L., & Creemers, B. P. M. (2008). Using a multidimensional approach to measure the impact of classroom-

level factors upon student achievement: a study testing the validity of the dynamic model.

School Effectiveness and

School Improvement, 19

(2), 183-205.

Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for

research on teacher training and professional development.

Teaching and Teacher Education, 25

, 12-23.

Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean?

Journal of Teacher Education, 61

(1-2), 21-34.

Learning Mathematics for Teaching. (2011). Measuring the mathematical quality of mathematics instruction.

Journal of

Mathematics Teacher Education, 14

, 25-47.

Lipowsky, F., Rakoczy, K., Pauli, C., Drollinger-Vetter, B., Klieme, E., & Reusser, K. (2009). Quality of geometry in-

struction and its short-term impact on students’ understanding of the Pythagorean Theorem.

Learning and Instruction,


(6), 527-537.