Challenges and Tradeoffs of "Good" Teaching: The Pursuit of Multiple Educational Outcomes

Autor/inn/en	Blazar, David; Pollard, Cynthia
Titel	Challenges and Tradeoffs of "Good" Teaching: The Pursuit of Multiple Educational Outcomes
Quelle	In: Journal of Teacher Education, 74 (2023) 3, S.229-244 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blazar, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231155830
Schlagwörter	Outcomes of Education; Instructional Effectiveness; Video Technology; Elementary School Teachers; Learner Engagement; Teaching Methods; Achievement Tests; Scores; Correlation; Mathematics Instruction; Active Learning; Physical Activities; Peer Relationship; Classroom Techniques; Teacher Education Programs; Teacher Effectiveness; Student Development; Mathematics Achievement; Interdisciplinary Approach; Student Characteristics; Teacher Characteristics; Comparative Analysis; Classroom Observation Techniques; Learning Motivation + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Peer-Beziehungen; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Motivation for studies; Lernmotivation
Abstract	The pursuit of multiple educational outcomes makes teaching a complex craft subject to potential conflicts and competing commitments. Using a data set in which teachers were randomly assigned to classes paired with videotaped lessons, we both document and unpack such a tradeoff. Upper-elementary teachers who excel at raising students' math test scores often are less successful at improving student-reported engagement in class (and vice versa). Furthermore, teaching practices that improve test scores (e.g., cognitively demanding content) can simultaneously decrease engagement. At the same time, paired quantitative and qualitative analyses reveal two areas of practice that support both outcomes: active mathematics with opportunities for hands-on participation, physical movement, and peer interaction; and established routines and procedures to proactively organize the classroom. In addition to guiding practice-based teacher education, our sequential, explanatory mixed-methods analysis can serve as a model for rigorously studying and identifying dimensions of "good" teaching that promote multidimensional student development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01