Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

by Douglas N. Harris & Stacey A. Rutledge - 2010

Background/Context: A half-century ago, scholars of teaching observed that there was a disconnect between theory and evidence. This problem remains. Although there is great deal of scholarly activity about teacher effectiveness and quality, discussion of theory is largely separate from empirical evidence. In addition, research on teaching is based on an implicit assumption that teaching is unique, suggesting further that lessons cannot be learned from other occupations and professions.

Purpose/Objective/Research Question/Focus of Study: The theory-evidence disconnect, and relationship with other occupations, is addressed by comparing and contrasting research on teachers with research on other occupations.

Research Design: The article synthesizes and analyses past discussions of the nature of teaching and empirical analysis of the predictors of teacher effectiveness. A similar review is provided for other occupations, and the two bodies of research are analyzed together.

Conclusions/Recommendations: First, four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. However, the age-old theory-evidence disconnect remains because empirical analyses still almost never mention theory, and vice versa. This problem is much less pronounced in research on other occupations and professions in which theory and empirical analysis are appropriately intertwined. Although disconnect in teacher research is partly due to disagreement about the objectives and nature of teaching, and there is greater agreement on these grounds in other occupations, it is shown that clear theories and models of teacher effectiveness can be developed and tested for each of the four models of teaching. Second, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness. More generally, the similarity across teaching and other complex occupations suggests that teaching, although different, is not completely unique and that lessons can be learned from research that extend beyond teaching.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 112 Number 3, 2010, p. 914-960
https://www.tcrecord.org ID Number: 15898, Date Accessed: 6/23/2021 7:52:23 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Douglas Harris
    University of Wisconsin at Madison
    E-mail Author
    DOUGLAS N. HARRIS is associate professor of public policy and educational policy studies at the University of Wisconsin at Madison. An economist by training, he uses interdisciplinary theory and mixed methods to study teacher turnover and other aspects of labor markets, the measurement of teacher and principal performance, and the design of accountability systems and other systemic reforms. He is author of the forthcoming book, Value-Added Measures of School and Teacher Performance: Clearing Away the Smoke and Mirrors (Harvard Education Press). He is a regular advisor to state and federal policy makers and a former school board member.
  • Stacey Rutledge
    Florida State University
    STACEY A. RUTLEDGE is an assistant professor in the Department of Educational Leadership and Policy Studies at Florida State University. Her research explores how policies aimed at improving teaching and learning, such as test-based accountability and teacher quality, shape the work of district and school administrators and teachers. Recent articles include “Contest for Jurisdiction: What School Sanctioning Reveals about Work in Schools” (2010) in Leadership and Policy in Schools and “How Principals ‘Bridge and Buffer’ the New Demands of Teacher Quality and Accountability: A Mixed Methods Analysis of Teacher Hiring” (2010) in the American Journal of Education. She is also an author on The Education Mayor (Georgetown University Press.)
Member Center
In Print
This Month's Issue