Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results

Tina Seidel, Richard J. Shavelson

Research output: Contribution to journalArticlepeer-review

730 Scopus citations

Abstract

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domain-specific components of teaching-teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching-learning process.

Original languageEnglish
Pages (from-to)454-499
Number of pages46
JournalReview of Educational Research
Volume77
Issue number4
DOIs
StatePublished - Dec 2007
Externally publishedYes

Keywords

  • Meta-analysis
  • Models of teaching and learning
  • Process-product model
  • Research design
  • Student learning
  • Teaching effectiveness

Fingerprint

Dive into the research topics of 'Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results'. Together they form a unique fingerprint.

Cite this