ABSTRACT

Although consistency in teacher effectiveness has attracted scholarly interest since the 1960s, revived interest in differential teacher effectiveness is recently witnessed, with empirical studies more systematically testing this assumption. Most of these studies, however, focus on cognitive outcomes in “core” subject matters. Drawing on 2 subject matters with differences in teaching context and targeted learning objectives, mathematics and physical education, in this study, we examined how consistent 18 elementary schoolteachers were in promoting student cognitive and psychomotor learning outcomes; we also investigated the consistency in instructional quality across their lessons, as measured by a generic observational instrument. The study provides evidence supporting teacher differential effectiveness across curriculum areas. We discuss the practical implications of the study findings for summative and formative teacher evaluation, their theoretical implications for developing differential models of teaching effectiveness, and their methodological implications for exploring teacher effectiveness using value-added models and classroom observation data.

摘要

尽管自1960年代以来，教师效能的一致性吸引了学术界的兴趣，但最近目睹了对教师差异效能的重新兴趣，实证研究更加系统地检验了这一假设。但是，这些研究大多数都集中在“核心”主题的认知结果上。在这项研究中，我们利用2个在教学环境和目标学习目标，数学和体育方面存在差异的主题，研究了18名小学教师在促进学生认知和心理运动学习成果方面的一致性；我们还研究了通过通用观察仪器衡量的整个课程中教学质量的一致性。这项研究提供了支持教师在整个课程领域的差异有效性的证据。