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Executive Summary
What Do We Know About How Teachers Influence Student Performance on Standardized Tests: And Why Do We Know so Little About Other Student Outcomes? by Thomas L. Good - 2014To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Thomas Good
University of Arizona
THOMAS L. GOOD is a Professor and Department Head in the Educational Psychology Department at the University of Arizona. His undergraduate work was at the University of Illinois, Champaign-Urbana, Illinois. His Master and PhD work were done at Indiana University, Bloomington, Indiana. His previous teaching included appointments at the University of Texas, Austin, Texas (Department of Educational Psychology) and the University of Missouri at Columbia, Missouri (Department of Curriculum and Instruction). He is a member of the National Academy of Education and is a Fellow in both the American Psychology Association and the American Educational Research Association. His interests include instructional behavior, teacher expectations, youth policy, and educational policy. His work has been supported by numerous foundations, his research has appeared in numerous publications (in journals for both researchers and practitioners), and his books have been translated into several languages (including Japanese, Spanish, German, and Chinese). Among his books are several editions of Looking in Classrooms (coauthored with Jere Brophy) and he is presently writing a book with Alyson Lavigne examining the intended and unintended effects of high-stakes evaluation.
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