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Review of the underpinning research (2014)
BibTeX
@MISC{Coe14reviewof,
author = {Robert Coe and Cesare Aloisi and Steve Higgins and Lee Elliot Major},
title = {Review of the underpinning research},
year = {2014}
}
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Abstract
A framework for professional learning This review set out to address three apparently simple questions: What makes ’great teaching’? What kinds of frameworks or tools could help us to capture it? How could this promote better learning? Question 1: “What makes great teaching?” Great teaching is defined as that which leads to improved student progress We define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success. Defining effective teaching is not easy. The research keeps coming back to this critical point: student progress is the yardstick by which teacher quality should be assessed. Ultimately, for a judgement about whether teaching is effective, to be seen as trustworthy, it must be checked against the progress being made by students. The six components of great teaching Schools currently use a number of frameworks that describe the core elements of
