QUALITIES OF EFFECTIVE TEACHERS - ASCD

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Library of Congress Cataloging-in-Publication Data

Names: Stronge, James H., author. Title: Qualities of effective teachers / James H. Stronge. Description: 3rd edition. | Alexandria, Virginia: ASCD, [2018] | Includes bibliographical references and index. Identifiers: LCCN 2017057163 (print) | LCCN 2017059530 (ebook) | ISBN 9781416625889 (PDF) | ISBN 9781416625865 (pbk.) Subjects: LCSH: Effective teaching. | Teacher effectiveness. Classification: LCC LB1025.3 (ebook) | LCC LB1025.3 .S789 2018 (print) | DDC 371.102--dc23 LC record available at

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QUALITIES OF

EFFECTIVE TEACHERS

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Part 1: What It Means to Be an Effective Teacher. . . . . . . . . . . . . . . 1 Chapter 1: Qualities of EffeTcatibvleeToeafcCheorns:teAnntIsntroduction. . . . . . . . . . 3 Chapter 2: Professional Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Chapter 3: Instructional Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Chapter 4: Instructional Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Chapter 5: Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Chapter 6: Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Chapter 7: Professionalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Chapter 8: Effective Teaching: What Does It All Mean? . . . . . . . . . . . 252

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Qualities of Effective Teachers, 3rd Edition

Part 2: Teacher Effectiveness: Resources You Can Use. . . . . . . . . 261 Section I: Teacher Skills Assessment Checklists . . . . . . . . . . . . . . . . . 263 Section II: Positive Qualities and Red Flags . . . . . . . . . . . . . . . . . . . . 277

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348

Preface

How We Came to Know What We Know About Effective Teachers

Since the breakthrough of behavioral learning theory in psychology in the 1950s and 1960s, research on teaching practice has made momentous advances and evolved drastically. We know more about teaching and learning than we ever have before. However, confounded by factors of variety in research design and rigor, and because human subjects are difficult to study to begin with, education research has led to inconsistent and sometimes confusing findings. How can we make the best out of the extant research, and what information can be gleaned?

Qualities of Effective Teachers, 3rd edition, sheds light on the elusive concept of teacher effectiveness by summarizing research results accumulated across several decades to define specific teacher behaviors that contribute to student achievement and other measures of effectiveness. The book was developed by focusing specifically on the teacher and his or her preparation, personality, and practice, as opposed to student demographics, school and district administration, or organizational decision making outside the teacher's control. The sources considered in creating this synthesis of teacher background and behaviors include broad-based studies of teacher practice as linked to student achievement, case studies of teachers identified as effective within specific contexts, surveys and interviews among stakeholders, meta-analyses of teacher effectiveness studies, and other reviews of research.

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