The international system for teacher observation and feedback: Evolution of an international study of teacher effectiveness constructs

The international system for teacher observation and feedback: Evolution of an international study of teacher effectiveness constructs

• Teddlie, Charles Louisiana State University, Baton Rouge, USA
• Creemers, Bert University of Groningen, The Netherlands
• Kyriakides, Leonidas University of Cyprus, Nicosia, Cyprus
• Muijs, Daniel University of Manchester, UK
• Yu, Fen Louisiana State University, Baton Rouge, USA

Educational Research & Evaluation, 12(6), 561-582, 2006

Routledge

2006

• S School Environment & Facilities, Organization
  • SH School Culture, Teacher-Student Relations
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Teacher Effectiveness Foreign Countries Longitudinal Studies International Studies Observation School Effectiveness Teacher Response Africa Asia Europe South America North America Taiwan Hong Kong United States,United Kingdom Netherlands England Belgium Germany Norway Cyprus Australia Canada Ireland Brazil China India Japan South Africa Belarus Chile Denmark Finland Malaysia Turkey Austria Spain Thailand Tunisia

• Africa
• Asia
• Europe
• South America
• North America
• Taiwan
• Hong Kong
• United States
• Great Britain
• Netherlands
• Belgium
• Germany
• Norway
• Cyprus
• Australia
• Canada
• Ireland
• Brazil
• China
• India
• Japan
• South Africa
• Belarus
• Chile
• Denmark
• Finland
• Malaysia
• Turkey
• Austria
• Spain
• Thailand
• Tunisia

• 1997.7 onwards

• Unknown or Unspecified

This article presents information on 2 international educational effectiveness studies, one completed and the other ongoing. The 2nd study is, to a large degree, a reaction to a methodological problem encountered in the 1st study, the lack of an internationally valid instrument measuring teacher effectiveness. This article presents 4 reasons for conducting the 2nd study (International System for Teacher Observation and Feedback (ISTOF)) and then details the overall work plan for ISTOF-I (2004 - 2006) and ISTOF-II (2006 - 2007). The sample of 20 fully participating country teams in ISTOF is very diverse with representatives from nearly all geographic areas of the world (North and South America, Europe, Africa, Asia), many of which have never participated in teacher or school effectiveness research. This article summarizes progress made on the development of the ISTOF protocol, including the generation of components and indicators of teacher effectiveness. In many ways, the study is already a success, due to the diversity of the participating countries and their generation of major parts of the protocol during ISTOF-I. Nevertheless, this article concludes with a discussion of some of the major challenges that the research team will face as it begins ISTOF-II.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13803610600874067]

• English

Journal Articles

• 13803611

• 10.1080/13803610600874067

https://bibliography.lib.eduhk.hk/bibs/5b589399

2011-02-23