
Adegbile
J.A. y Adeyemi B.A. (2008).
Enhancing quality
assurance through teachers’ effectiveness. Educational Research and Review, 3(2), pp. 061-065.
Anderson, L.W. (2004)
Increasing teaching
effectiveness. Paris: UNESCO-IIPE.
Appalachia Regional Comprehensive Center. (2007).
Tennessee study on teacher effectiveness and teacher equity.
Berk, R.A. (2005).
Survey of 12 Strategies to
Measure Teaching Effectiveness.
International Journal of Teaching and Learning in Higher Education, 17(1),
pp. 48-62.
☻Brooks,
G., Burton, M., Cole, P. y Szczerbinski, M. (2007).
Effective
teaching and learning: reading. London: National Research and
Development Centre for Adult Literacy and Numeracy.
Carreras
de Alba, M.R., Guil, R. y Mestre, J.M. (1999).
Estudio
diferencial de la percepción de eficacia docente. Revista Electrónica
Interuniversitaria de Formación del Profesorado, 2(2).
Coggshall, J. G. (2007).
Communication framework for measuring teacher quality and effectiveness:
Bringing coherence to the conversation. Washington, DC: National
Comprehensive Center for Teacher Quality.
Coggshall, J., Ott, A., Behrstock, E., & Lasagna, M. (2009).
Supporting teacher effectiveness: The view from Generation Y.
Naperville, IL and New York: Learning Point Associates and Public Agenda.
Creemers, B. (1999).
The effective teacher: what changes and remains.Asia-Pacific Journal of Teacher
Education & Development, 2(1), pp. 51-63.
Creemers B. y Reezigt G (1996)
'School level conditions affecting the effectiveness of instruction', in
School
Effectiveness and School Improvement, Vol. 7, No. 3, pp. 197-228
Creemers, B. (1994),
'Effective instruction: an empirical basis for a theory of educational
effectiveness. En D. Reynolds, B. Creemers, P. Nesselrodt, E. Schaffer, S.
Stringfield y C, Teddlie (eds),
Advances in
School Effectiveness Research and Practice, Permagon Press, pp.
189-205
Crosswell, L. y Elliott, B. (2004).
Committed teachers,
passionate teachers: the dimension of passion associated with teacher commitment
and engagement.
Comunicación
presdentada en la Australian Association for Research in Education (AARE)
Annual Conference. Melbourne, 29 noviembre a 3 de diciembre.
Darling-Hammond, L. (2000).
Teacher quality and student achievement: A review of state policy
evidence.
Education Policy Analysis Archives, 8(1).
Darling-Hammond, L., Holtzman, D.J., Gatlin, S.J. y
Vasquez, J. (2005).
Does Teacher Preparation
Matter? Evidence about Teacher Certification, Teach for America, and Teacher
Effectiveness.
Washington, DC: National Council for Accreditation of Teacher Education.
Day, C., Stobar, G., Sammons, P. Kington, A., Gu, Q.,
Smees, R. y Mujtaba, T. (2006).
Variations in Teachers’ Work,
Lives and Effectiveness.
London: Department for Education and Skills.
Department for Education and Employment:
'From thinking skills to thinking classrooms: a review and evaluation of
approaches for developing pupils' thinking'. Research Report, No. 115, pp.
1-36
Dunkin, M.J. (1997).
Assessing teachers'
effectiveness. Issues in Educational Research, 7(1), pp. 37-51.
Dwyer, C., (Ed.). (2007).
America’s challenge: Effective teachers for at-risk schools and students.
Washington, DC: National Comprehensive Center for Teacher Quality.
Ellett, C.D. y Teddlie, C. (2003).
Teacher Evaluation, Teacher
Effectiveness and School Effectiveness: Perspectiver from USA. Journal of Personnel Evaluation in Education, 17(1),
pp. 101-128.
Ellis, E.S. y Worthington. L.A. (1994).
Research
Synthesis on Effective teaching.
Pprinciples
and the design of quality tools for educators. Technical report n 5. University of Oregon.
Fenlon, A. (2008).
Hiring an
effective special education teacher: Know what to look for and ask in the
selection process. Principal, 88(2), 24-27.
Fetler M. (1999).
High school staff characteristics and mathematics test results.
Education Policy
Analysis Archives, 7(9).
Flores
Ramírez, M D. (2001).
El
factor humano en la docencia de educación secundaria: un estudio de la eficacia
docente y el estrés a lo largo de la carrera profesional. Tesis
doctoral. Universidad Autónoma de Barcelona. González-Vallinas, P., Oterino, D.,
y San Fabián, J.L. (2006).
El Impacto de la Formación Permanente del Profesorado de Educación Secundaria en
los Resultados Escolares. Archivos Analíticos de Políticas Educativas, 14(19).
Goe, L. y Croft, A. (2009).
Methods of evaluating teacher effectiveness. Washington, DC: National
Comprehensive Center for Teacher Quality.
Goe, L. (2008).
Tips & tools, key issue: Using value-added models to identify and support highly
effective teachers. Washington, DC: National Comprehensive Center for
Teacher Quality.
Goe, L., Bell, C. y Little, O. (2008).
Approaches to evaluating teacher effectiveness: A research synthesis.
Washington, DC: National Comprehensive Center for Teacher Quality.
Gordon, R., Kane, T.J. y Staiger, D.O (2006).
Identifying Effective
Teachers Using Performance on the Job. The Brookings Institution
Gordon,
W., Lokisso, A. y Allen, J. (1997).
Enhancing the effectiveness
of single-teacher schools and multi-grade classes: synthesis of case studies.
Paris UNESCO.
Gurney, P. (2007).
Five Factors for Effective
Teaching. New Zealand Journal of Teachers’ Work, 4(2), pp.
89-98.
Hall, K. y Harding, A. (2003).
A systematic review of
effective literacy teaching in the 4 to14 age range of mainstream schooling. London: The EPPI-Centre is part of the Social Science
Research Unit, Institute of Education, University of London.
Harlen, W. (1999 ).
Effective Teaching of
Science. A review of Research.
Edinburgh: The Scottish Council for Research in Education.
Hattie, J. (2003). Teachers
Make a Difference What is the research evidence?.
Melbourne: ACER.
Hill, J. y Hawk, K. (2000).
Making a Difference in the
Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools. Albany: Institute for Professional Development and
Educational Research, Massey University.
Hopkins, D. (1997).
Powerful learning, powerful teaching and powerful schools. Paper presented
as an inaugural lecture at the University of Nottingham, 25th February 1997.
Houtveen A., Booij, N., de Jong, R. y Van der Grift, W.
(1999)
Adaptive instruction and pupil achievement.
School
Effectiveness and School Improvement, 10(2), pp. 172-192
Kane, T. J., et al.
(2007).
What does certification tell
us about teacher effectiveness? Evidence from New York City. Economics of Education Review,
Kirby, P., Stringfield, S., Teddlie, C. y Wimpelberg,
R. (1992).
School effects on teacher socialisation.
School
Effectiveness and School Improvement, 3(3), pp. 187-203
Kupermintz, H., Shepard, L. y Linn, R. (2002).
Teacher Effects as a Measure
of Teacher Effectiveness: Construct Validity Considerations in TVAAS (Tennessee
Value Added Assessment System). Los Ángeles, CA: UCLA-CRESST.
Little, O., Goe, L. y Bell, C. (2009).
A practical
guide to evaluating teacher effectiveness. Washington, DC: National
Comprehensive Center for Teacher Quality.
Markley, T. (2004 ).
Defining the Effective
Teacher: Current Arguments in Education.
Essayis in Education, 11.
Mathers, C., Oliva, M. y Laine, S. (2008).
Improving
instruction through effective teacher evaluation: Options for states and
districts. Washington, DC: National Comprehensive Center for Teacher
Quality.
McColskey, W. y otros (2006).
Teacher Effectiveness,
Student Achievement, & National Board Certified Teachers. A Comparison of
National Board Certified Teachers and non-National Board Certified Teachers: Is
there a difference in teacher effectiveness and student achievement? Informe preparado para National Board for Professional
Teaching Standards.
Mortimore. P. (1993).
School effectiveness and the management of effective learning and teaching.
School
Effectiveness and School Improvement, 4(4), pp. 290-310
Muijs, D. y Reynolds, D. (2002).
Classroom factors and student achievement in primary math. Presented at AERA
2002, New Orleans, USA.
Muijs, D. y Reynolds, D. (2003)
'The effectiveness of the use of learning support assistants in improving the
mathematics achievement of low achieving pupils in primary schools, an
introduction'. Presented at AERA 2002, New Orleans, USA.
Muijs, D. (2001).
Effective mathematics teaching: year 2 of a research project. Presented at
AERA 2001, Seattle, USA.
Muijs, D. y Reynolds, D. (2001).
Effective mathematics teaching: year 2 of a research project. Presented at
ICSEI 2001, Toronto, Canada.
Muijs, D. y Reynolds, D. (2001).
Student background and teacher effects on achievement and attainment in
mathematics: a longitudinal study. Presented at ICSEI 2001, Toronto, Canada.
Muijs, D. y Reynolds, D. (2001).
The teacher effectiveness enhancement project. Presented at ICSEI 2001,
Toronto, Canada.
Muijs, D. y Reynolds, D. (2002).
Teacher-level effects in school effectiveness research: first findings of a
longitudinal study. Presented at ICSEI 2002, Toronto, Canada.
Muijs, D.
y Reynolds, D. (2002). Being
or Doing: The Role of Teacher Behaviors and Beliefs in School and Teacher
Effectiveness in Mathematics, a SEM analysis. Journal of Classroom
Interaction, 37(2), pp 3-15
Murnane, R. J. y Steele, J. L. (2007).
What Is the Problem? The Challenge of Providing Effective Teachers for All
Children. The Future of Children, 17(1), pp. 15-43
NCREL (2004).
Improving Student Achievement
and Teacher Effectiveness Through Scientifically Based Practices.
Viewpoints Vol. 11.
Naperville, IL: NCREL.
Prieto
Navarro, L. (2001). La
autoeficacia en el contexto académico: exploración bibliográfica comentada.
Miscelánea Comillas, 59, 281-292.
RAND (2004).
The Promise and Peril of
Using Value-Added Modeling to Measure Teacher Effectiveness. Research Brief. Santa Mónica, CA: RAND.
Reynolds, D. (1998).
ETeacher Effectiveness: Better Teachers, Better Schools Research
Intelligence, 26, pp 26-29
Reynolds, D. y Muijs, D. (1999)
Numeracy: An Annotated Bibliography for Schools
and Colleges, London: DfEE
Rowe, K. (2006).
Effective teaching practices
for students with and without learning difficulties: Constructivism as a
legitimate theory of learning AND of teaching?
Background paper to keynote address presented at the
NSW DET Office of Schools Portfolio Forum, Wilkins Gallery, Sydney, 14 July.
Sammons,
P., DeLaMatre, J. y Mujtaba, T. (2002).
A summary review of research on teacher effectiveness, Draft 2, 27 January
2002, pp.1-33
Schaffer, G,, Nesselrodt, P. y Stringfield, S. (1991)
The groundings of an observational instrument: the teacher behaviour - student
learning research base of the special strategies observation system. En the
International school effects research workshop, September 26-27,
1991, pp. 157-197
Scheerens, J. (2004).
Review of school and
instructional effectiveness research. Background paper prepared for the Education for All Global Monitoring
Report 2005. The Quality Imperative. Paris: UNESCO.
Teddlie, C. (1991)
The integration of classroom and school process data in school effects research.
En the International school effects research workshop, September 26-27, 1991,
pp. 71-100
Teddlie,
C., Kirby, P.C. y Stringfield, S. (1989).
Effective versus Ineffective Schools: Observable Differences in the Classroom.
American Journal of Education, 97(3), pp. 221-236
Vera
Rodríguez, M.T. e Isidro de Predro, A.I. (1997).
Las creencias
académico-sociales del profesor y sus efectos. Revista Electrónica
Interuniversitaria de Formación del Profesorado, 1(0).
☻Walberg, J.H. y Paik, D.J. (2000). Effective educational practices. Geneve: IBE/UNESCO. (trad español, Prácticas eficaces)
Wenglinksy, H. (2002).
How schools matter. The link between teacher classroom practices and
student academic performance. Education Policy Analysis Archives, 10 (12).
Woodcock, W. (1998) 'Induction
Credit Scheme for New Teachers - Interim Report. Written for the Teacher
Training Agency.
Página revisada y actualizada el 4 de diciembre de 2010