R. J. Campbell

Differential Teacher Effectiveness: Towards a model for research and teacher appraisal

The article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated. Five problems with current concepts of teacher effectiveness are identified: undue influence of available techniques upon the concept; emphasis on school, to the detriment of teacher, effectiveness; tenuous relationship to teacher improvement; narrowness of operational definitions in research; and the development of generic, rather than differentiated, models. In addition the failure of existing models to explain variance in pupil outcome at the classroom level, the neglect of teacher self-evaluation, and the restricted measures of pupil outcomes are noted. A differential model is proposed incorporating five dimensions of difference. These refer to teacher activity, outside as well as inside the classroom; curriculum subject; pupil background factors; pupil personal characteristics; cultural and organisational contexts of teaching. The developmental functions of such a model for research and for teacher appraisal are explored. Four problems for implementing a differentiated model are raised: complexity, stakeholder expectations, values, and policy acceptability. These are considered in the light of the controversial Hay McBer model in England and of models developed in Europe and the USA in the early decades of the last century.

Primary teachers at work

The first part of this book charts and analyzes 3,283 working days of 326 primary school teachers in the period between 1990 and 1992. It shows how they spent their working lives, the nature of the curriculum they taught, and analyzes their work in the context of teaching, preparation, administration, professional development and other activities. It includes teachers in both Key Stage 1 and Key Stage 2. The second part relates these findings to issues of school management and curriculum manageability and looks at how the idea of conscientiousness among primary teachers may lead to their exploitation.

Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness

The article argues that the traditional conception of teacher effectiveness, focused on the teaching performance of individual teachers in relation to student cognitive outcomes, has limitations primarily because it does not recognise broader roles and responsibilities. A case study of a primary school staff attempting to generate criteria for effectiveness was conducted in order to develop a complementary approach. The criteria generated cover most of the characteristics of the effective teacher in the literature. Also the criteria generated in the case study school correlated strongly with those of a nationally representative sample. Implications for teacher effectiveness research are drawn.

Effective teaching and values: some implications for research and teacher appraisal

Teacher effectiveness research has tended to neglect the analysis of values in two senses: the general values associated with the processes of education, and the more specific values underlying effective teaching. The possibilities for re‐conceptualising teacher effectiveness, by incorporating a values dimension, are illustrated through two examples: effectiveness in developing independent learning and effectiveness in achieving a classroom climate characterised by inclusiveness. The potential contribution to teacher effectiveness outside, as well as inside, the classroom is explored through a discussion of the strengths and problems inhering in the English governments adoption of the Hay McBer model of teacher effectiveness for the assessment of teacher performance. The contribution of teacher self‐evaluation to the process of the identification of values underlying effectiveness is discussed.

PERSONALISED LEARNING: AMBIGUITIES IN THEORY AND PRACTICE

Abstract: This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for ‘deep’ rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed.

Curriculum Reform at Key Stage 1: Teacher Commitment and Policy Failure

Key Stage 1 - the policy context and emerging issues the 50-hour working week - here to stay? delivering the broad and balanced curriculum assessment and testing Year 2 teachers - beasts of burden or first over the top invisible workloads - preparation and professional development administration and other activities failure and fatigue - the consequences of conscientiousness terminal judgements - perceptions of continuities and change.

Teacher Evaluation in Cyprus: Some Conceptual and Methodological Issues Arising from Teacher and School Effectiveness Research

A critical analysis of policy on teacher evaluation in Cyprus identifies some weaknesses in current practice. It is argued that findings from teacher and school effectiveness studies could be a foundation upon which a more valid teacher evaluation system in Cyprus could be built. It is further argued that limitations in teacher and school effectiveness studies conducted discretely suggest that joint teacher/school effectiveness research should be conducted. Two complementary approaches to improving teacher evaluation in Cyprus are explored. The first is focused on the use of research findings and methodology to improve the existing policy. The second is to complement such an improved system with a school-based self-evaluation approach. Finally, the potential of a self-evaluation approach for locating some power and control over defining effectiveness in the schools and teachers, rather than exclusively in the government is discussed.

The social origins of students identified as gifted and talented in England : a geo-demographic analysis

The English education system has been shown over a long period to be catering poorly for the educational needs of gifted and talented students. In the last five years, however, a national policy and an associated strategy have been established, distinctively attempting to embed core provision for gifted and talented students in the mainstream school system. A major thrust of this ‘English model’ is to identify and support students from those lower socio‐economic groups, and ethnic minorities, which historically have been under‐represented in higher education. This social inclusivity dimension to the national policy raises substantive challenges for policy research and development. This paper provides a detailed geo‐demographic analysis of over 37,000 gifted and talented students admitted to the National Academy for Gifted and Talented Youth in England in 2003/2005. The analysis shows that the National Academy, whilst having a student membership skewed towards groups with high levels of cultural and economic capital, had nonetheless reached significant numbers of students in the poorest areas, something over 3000 students, and 8% of students identified as gifted and talented at this stage. Possible explanations for the profile of gifted and talented students’ social origins are raised, and an intervention project arising from the analysis is outlined.

Bridging the Historical Divide?: An Analysis of Teacher Placements in Industry.

Abstract The paper analyses and reports the results of a questionnaire survey of teacher perceptions, knowledge and. attitudes in respect of education and industry links arising from placement in industry. The questionnaire items were derived from a previous (interview) study conducted in 1988/89, thereby enabling a measure of change to be made. The questionnaire was sent to a random national sample of secondary and primary schools. A response rate of 43 per cent was achieved. The study found that all teachers ranked general basic skills as the highest priority outcomes from education. Attitudes to business were largely positive, though there were concerns about business ethics. There were several differences between primary and secondary respondents’ views of the nature and frequency of pupil contacts with the world of work and since 1989 secondary contacts had increased while primary contacts had remained stable. There was a positive association of length of teacher placements with their perceived value...

The Recognition of Cultural Bias in Researching Those Labelled Gifted: An Overdue Perspective

Introduction It is rare to find two articles, linked, as they are by concerns with both giftedness and the limits of objectivity, so different in style, in degree of cognitive challenge, and in extent of tentativeness, as those by Professor Freeman (2012 in press) and Professor Persson (2012a) in the two issues of Gifted and Talented International. They are so different that any attempt at direct comparison between them is not to be essayed. Nonetheless, there are points where they connect and those where they disconnect, and the purpose of our papers is to respond to the arguments and ideas in both. Our response is limited to the issues raised in the papers, and does not aim to address wellknown conceptual issues (e.g., the difference between intelligence and giftedness, or the differences between giftedness, talent and creativity) or to offer a comprehensive review of the field. This paper addresses the analysis in Professor Persson’s (2012a) article (this volume)