• DOI:10.1080/09243453.2014.885451
• Corpus ID: 14610978

State of the art – teacher effectiveness and professional learning

@article{Muijs2014StateOT,
  title={State of the art – teacher effectiveness and professional learning},
  author={Daniel Muijs and Leonidas Kyriakides and Greetje P.C. van der Werf and Bert Creemers and Helen S. Timperley and Lorna M. Earl},
  journal={School Effectiveness and School Improvement},
  year={2014},
  volume={25},
  pages={231 - 256}
}

• D. Muijs, L. Kyriakides, +3 authors L. Earl
• Published 27 February 2014
• Education
• School Effectiveness and School Improvement

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that “state-of-the-art” understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.