量化研究方法 original文献表

题目作者年份关键词研究视角研究结论所载期刊

Conferences&conv ersations: listening to the literate classroom Kaufman,

Douglas

2000 extraordi

nary

teacher

This book provides an inside look at an

extraordinary teacher, Linda Rief--

specifically,how she converses with students

and promotes their conversations among one

another。这本书分为5部分: (1)Values;

(2)Conversations and Time To Listen;

(3)Conferences:Talking Relationships;

(4)Very Different Students; and (5)Reflections.

给学生提供更多的自由去思考、谈论和创造，同时创造一个

有组织、高效并且没有失去控制的课堂；建立能促进学生间

更好、更有效对话的课堂和程序；move beyond formulaic

practices and routines that inhibit individualized and productive

conferences; become a better listener and encourage student

talk in conferences; and encourage students to work

productively on their own.

书

A foundation for excellence in teaching

重要的文献Lorraine

A.

Shanoski,

John R.

Hranitz

1991 Outstandi

ng

teachers

向1987--1989年获得年度教师奖的教师发放

Field-tested 问卷调查，回收到来自35个州的

48份。是对1989年研究在国家水平上的扩充。

之前的研究对Pennsylvania年度教师获得者

和提名者的profile. (研究的继承性)

1.16-20年的教龄；

2.教育水平在硕士及以上，把

coursework和课堂需要结合起来；3.undergraduate

GPA 3.0或者更好；4.；10.鼓励学生成为教师。11.如

果必须重复做的话，也会准备好。5.支持导师制、合

作学习、更多的联邦教育aid、whole language, teacher

empowerment, a federal maternal leave policy 和为无

家可归的人的特殊教育系统6.冒险家；7.

8.把subject matter knowledge、

对孩子的关心和爱、

出色的交流沟通技巧作为3个最重要的教师特点。

9.五项教师工作最重要：

挑战和激发学生获得更高的学习目标，

基于学生需要和学习情境选择恰当的学习活动，

积极倾听学生concerns和需要，

在学生的努力方面进行affirm和支持，

检查学生的理解并提供反馈。

校区和教育部应该把卓越教师用作mentors or resource

persons.

Association of

Teacher Educators

National

Conference

New Orleans,

LA

The Teacher as Leader and Teacher Educator James

Rowley

1988 leadershi

p

Rowley uses an adventure metaphor as a means

of examining the role of the classroom teacher

from a leadership perspective.

What was it about being a wilderness guide that made me feel

like a good teacher? Four specific and interrelated factors

seem to surface: A spirit of cooperation,

Journal of Teacher

Education

Four elements characteristic of educational adventures are identified and discussed in terms of their implications for the practice of classroom leadership and for the design of professional programs in teacher education. high levels of engagement,

the capacity to deal with dissonance,

and the emergence of shared meaning.

He argues that creating new leadership positions for teachers can play an important role in bringing about substantive change in schools.

What Is an Outstanding Biology Teacher? Marian

Catherine

McGrann

1981Outstandi

ng

Teacher

单纯叙述，主题鲜明简单。

（奉献；对学生全面发展的积极的兴趣；帮助

学生发现全部潜能、发展自信、意识到内在能

力的使命）

There outstanding biology teacher brings to teaching:

* A dedication to people;

* An active interest in their total development; and

*A commitment to helping them discover their full potential,

develop their self-confidence, and realize their inherent

capacities.

The American

Biology Teacher,

Vol. 43, No. 4

Investigations of Personal and Social Characteristics of Teachers David G.

Ryans,

Edwin

Wandt

1952 Teacher

behaviou

r，后续研

究报告很

多，

教师特点研究(一个项目组)，由美国教育

council赞助、subsidized by the Grant

Foundation,旨在对教师的个人特点和社会特

点的本质和组织有更好的理解，进行了大量相

关研究，其主要目标有两项：1.对教师行为模

式的鉴定identification）及分析;2.用来预测教

师行为的材料materials的发展。

方法：使用课堂观察、自我报告设备、纸笔工

具等多种研究方法

不同研究的几个方面：

一．关于教师关键(critical)行为的研究:

收集各种对有效或无效的教师课堂行为分析报告，然后发展出“关键

的必要条件”列表：定义为对教学成败有重要影响的、可观察的教师

行为或活动。参见Jensen, Alfred C. "Determining Critical

Requirements for Teachers." Journal of Experimental Education.

September, 1951. 20:79-85.

二．观察到的教师行为的因素

三．与小学教师行为相关的情形/条件（conditions）

四．教师态度的研究

五．教师教育观点的研究

六．预测研究

Journal of Teacher

Education

1952 3: 228

How to be an effective teacher 黄绍裘,黄

露丝玛丽

2001 effective

teacher

(Harry K.Wong Rosemary T.Wong ) 1.高效能教师对学生的成功抱有积极的期望

2.

书

Quality in Teacher Education Maxine

Greene

1988 教育改革

的两股浪

潮

Educational Policy

1988 2: 235

Perceptions of outstanding elementary teachers about themselves and their profession Jean

L.Easterly

1983 outstandi

ng

teacher,

mastery

stage

设立标准挑选了24位优秀的小学教师，根据

设计的问题即如何看待自己和职业，进行访谈

皮亚杰提出发展阶段理论后来被扩展到人的

一生，又被应用于教师

Caring, innovative,organized, feel good about themselves,

有爱心，独创性，善于组织，对自己感觉良好，

喜欢学生，了解学科，有效的交流者，幽默感，持续的学习

者，热心，公平，有耐心，热情，开放，有效的课堂管理者，

从不放弃，一致性，对学生高期望，以人为中心，积极，与

学生和教辅人员保持好的关系

Perceptions of recent graduates: leadership and "standing out" Judith A.

Kull, Jerry

D. Bailey

1993 新教师评

价自己

研究对11所教师准备机构的1400名最近毕业

的教师及在这些教师岗位上知道他们的500

名校长进行了广泛的问卷调查。

毕业的教师描述自己在他们的同行中“突出”是因为：他们

热爱、关心学生，和学生联系紧密，在课堂上尝试新想法、

新策略，与同事、学生父母、管理者有极好的关系，对教学

充满热忱。

paper presented

at the Annual

Meeting of the

American

Educational

Research

Association,

Atlanta,GA,April

12-16,1993

Effective teachers and schools: trends across recent studies Barbara

Talor,

Michael

Pressley,

David

Pearson

2000 有效教师

excellent

teaching，

课堂--学

校两个层

面

文献综述，历史发展60s\70s，有效的、直接的教学法包括：使学习目标清晰化，

向学生提问，对学生提供反馈。有效的课堂是欢乐的、温暖

的、民主的、合作的，尊重学生间的个体差异。1999年一项

CIERA的研究表明，P9，熟练教师accomplished teacher,注重

学生参与，提供分组教学？Group instruction，更偏向的教学

方式是couching而不是讲授法，提问高层次的理解性问题。

Class Size and Teacher Quality Jennifer

Buckingha

2003 Teacher

Quality

重点不在教师素质的探讨上，重点讨论了教室

大小与教师素质的关系。

Acertainproportionofgoodteachingcomprisestemperament,char

isma,enthusiasm and other qualities that cannot be measured

Educational

Research for Policy

m or taught. However, several Criteria can be identi?ed:and Practice

2:71–86,2003.

Teacher's

Myers-Briggs personality profiles:Identifying effective teacher personality traits Stephen

Rushton,

Jackson

Morgan,

Michael

Richard

2007 人格特征用MBTI量表（迈尔斯布里格斯类型指标，基

于荣格心理学原则的自陈问卷，用来确认个体

的学习倾向、教学风格和个性特征），选择了

58位优秀教师，从优秀教师的人格特征方面

考察有效教学。

用此量表做的研究较多—文献综述

ENFP类型的教育者更有可能被挑选进入高效的领导团队。

Fairhurst and Fairhurst (1995) summarize the ENFP as:

ENFPs are energetic and enthusiastic teachers.

They often stimulate students to seek out what is

unknown and make it known. They promote

imagination and creativity in their classrooms

through many different kinds of activities. Their

students usually feel that their ENFP teachers

understand them and help them to deal with their

personal problems (p. 63).

Teaching and

Teacher Education

23 (2007) 432-441

A Portrait of Black Teachers in Science Classrooms Mensah,

Felicia.

2009 Black

teacher

叙事研究方法，对3名黑人中学科学课教师的

特点进行了研究.

对科学（课程）和教学的自我联系，通过社区支持学生的学

习.

Foster (1997) cited five factors of effective Black teachers.

Negro Educational

Review 60.1-4

(Spring-Winter

2009): 39-52,121

Black teachers on teaching. Foster, M.

(1997).

是上一篇的参考文献，还没看Foster (1997) cited five factors of effective Black teachers. These

include: cultural solidarity with students, linkage of classroom

content to students' experiences, incorporation of culturally

compatible communication patterns, use of familiar cultural

patterns, and focus on the whole child.

New York: The

New Press.

In search of the Fred A. J. 2004 好教师1950s，基于表现的或者基于能力的教师教育，没有确定的答案Teaching and

essence of a good teacher: towards a more holistic approach in teacher education Korthagen 的本质，

教师教

育，洋葱

模型

过程—结果的研究。1970s，基于人本主义的

教师教育，关注个人，强调个人的自我实现。

个人实际知识Clandinin. D.J.(1986).Classroom

practice: Teacher images in action.

London: Falmer Press

在对杰出的人的生活的研究基础之上，stoddard和她的同事

们发现了做出杰出贡献的人们身上有三种突出的品质：强烈

的自我价值感，对所有人的深深的爱和尊重，对真理和知识

的永不满足的渴求Stoddard, L. (1991). The three dimensions

of human greatness:A framework for redesigning education. In

R. Miller (Ed.), New directions in education (pp. 219一

32). Brandon, Vermont: Holistic Education Press

Hamachek, D. (1999). Effective teachers: What they do, how

they do it, and the importance of self-knowledge. In R. P.

Teacher Education

20 (2004) 77-97

Building a model to define the concept of teacher success in Hong Kong Cheung

Lai-man

Elizabeth,

Cheng

May-hung

May, Pang

King Chee

2008 本文对获得香港卓越教师奖的成功教师进行

了访谈，主要问题有两个：你怎么定义一位成

功的教师？什么促进你成为一名成功的教

师？

对前人关于成功教师和有效教学进行了文献

梳理。

教师们提到的优秀教师的素质可以分为个人素质和职业素质

两类。并涉及到情境因素。

Teaching and

Teacher Education

24 (2008) 623-634

Mathematics teacher education and policy Paul Ernest1991 WHAT IS 'QUALITY' IN MATHEMATICS

TEACHING?

In this section I consider a number of alternative

answers to this question critically, beginning with

the notion that 'quality' in mathematics teaching can

be defined in terms of student achievement

Definition 1: The 'good' mathematics teacher is one who is successful

in terms of student achievement in mathematics.

Definition 2: The 'good' mathematics teacher exhibits the range of

teaching approaches and behaviours specified in the Cockcroft

Report, including discussion, problem-solving, investigational and

practical work, as well as expositional teaching and the reinforcement

of mathematical skills and routines

Assessment &

Evaluation in Higher

Education; Apr91,

Vol. 16 Issue 1

Definition 3: 'Quality' in mathematics teaching is based on the personal epistemology and mathematics-related belief-system of the mathematics teacher, including its realisation and enactment in classroom practice (subject to the contextual restraints).

internal thoughts, attitudes and beliefs of exceptional physical education teachers Sandra lee

Cravens

2006 Sandra lee Cravens利用盖洛普咨询公司开发

的教师采访工具，对18名初小学优秀体育课

教师进行了测量，他们的答案集中在6个主

题：履行伴随教学而来的责任，建立与学生、

与同事的关系，应对所有的学生，创造一个吸

引人的环境，保持一种强烈的自我感，使用成

功的方法论。可以概括为描述这些杰出教师的

3种主要的理论建构：他们有高的自我效能、

概念和规则，他们能在学校的背景下达成积极

的关系和互动，他们采用学生中心的方法论。

她总结了优秀教师的6个特点：被一种强烈的信念所驱动即

他们必须做对学生们来说“正确的事情”(Anderson, 1999)，

对教学有一种使命般的强烈动机(Gordon, 2003)，热爱教学

(Gordon)，对学生学习负责并不遗余力促进学生的成功

(Gordon；Monross & Templeton 1997；Porter, 2004；

Siedentop, 2002；Tan 1997)，在学生需要和自己的项目上都

很积极(Graham, 1992)，真正关心学生(Gordon)。

[dissertation for

Ph.D]. the

graduate school of

the Texas

Woman’s

University, May

2006

Deconstructing Surgical Education-Teacher Quality Really Matters: Implications for Attracting Medical Students to Ehrlich,

Peter F;

Seidman,

P A.

2006 Peter F Ehrlich等对医学院学生的外科实

习进行了一项历时两年的评估，发现学生差异

很大。而其中外科教育的教师起着重要的作

用。

好的教师具有挑战学生使学生思考的能力，对学生的工

作提供有益的反馈，能够与学生交流思想，对学生和教学有

积极的态度。

The

American Surgeon

72.5 (May 2006):

430-4.

Surgical Careers

Outstanding teachers Quisenber

ry, Nancy

2002 Quisenberry通过参与美国年度教师的评

选并阅读他们的简历，指出优秀教师共同的突

出特点

优秀教师共同的突出特点是：他们相信所有孩子能够学

习。这是他们信仰中最重要的一部分，贯穿于所有行为中。

他们对选择教师作为事业感到快乐和满意。他们也积极参与

到学校、学区、州的乃至全国性研讨会的专业发展，他们强

调合作的重要性，需要分享思想观点与合作。

Childhood

Education 78.3

(Spring 2002):

160A.

Visioning and the development of outstanding teachers Duffy,

Gerald G

2002 Gerald G Duffy认为，优秀教师具有一种独立精神，并称

之为“洞察力”（vision），是一种对自我、对工作、对使命的

认知。优秀教师能够独立地把多种方法和材料协调地结合起

来，而不是坚持一种单一的方法或者跟随一个特定的项目。

他们会仔细评估权威机构的指示，不会简单模仿，会进行调

整、修正、创造以适应教学。

Literacy Research

and Instruction;

Summer 2002; 41,

4

Portraits of educators: Reflections on 18 high achievers Goldberg,

Mark

1995 Mark Goldberg论述了优秀教师的一些共同特点：有洞察

力、韧性、不屈不挠、时间投入和奉献等。

Educational

Leadership 52.8

(May 1995): 72.

The Teaching Alliance: A Perspective on the Good Teacher and Effective Learning.Ursano,

Amy M;

Kartheiser

, Paul H;

Ursano,

Robert J.

2007 Good

Teacher ,

Effective

Learning.

Amy M Ursano等认为，好的教师给学习者提供反馈，能

站在学生的立场上，给学生指导，让学生确定学习的内容，

教师是积极的，参与的。另外，好的教学需要一种对自我和

他人的意识(Kroenke, et al.，1997)，清楚的、直率的交流(Rose,

Rukstalis &Schuckit, 2005)，学生和教师积极的参与(Martin,

2005；Whitman &Jacobs 1998)。

Psychiatry 70.3

(Fall 2007):

187-94.

The Relationship between Iranian English language Teachers' and Shishavan,

Homa.

2010 性别差异问卷调查，方便抽样教师们认为好的教师会创造一种没有压力、没有威胁的学习

环境，会努力使课程有趣，热情，有组织，有创造性，公平，

负责，幽默等。

English Language

Teaching

3.3 (Sep

2010):

Learners' Gender

and their

Perceptions of an

Effective English

Language Teacher

3-10.

Perceptions of teachers, students and parents

of the characteristics of good teachers: a cross-cultural comparison of China and the United States Shujie Liu

& Lingqi

Meng

中国人

2009 中美对比的视角—跨文化比较，对中国的学生

和家长用问卷调查，对教师进行的是访谈。

文献综述-好好看看

结果发现他们关于好的中国教师的特点集中在4个主题上：

教师伦理，专业技能，专业发展和学生的测验成绩。并且教

师、学生和家长的观点之间没有显著性差异。

Educ Asse Eval Acc

(2009) 21:313–328

Characteristics of good mathematics teaching in Singapore

grade 8 classrooms: a juxtaposition of teachers’ practice and students’ perception Berinderje

et Kaur

2009 研究发现好的数学教学是以教师为中心、学生为焦点的

（teacher-centred but student focused）；教学instructional

Cycles有明确的教学目标，课堂上使用的例子都是精心挑选的，

并且有从低到高复杂性上的变化；积极地指导学生的理解：在

课堂作业时，教师从一个桌子走到另一个桌子，指导有困难的

学生，挑选适合的学生作业作为下次课的评论和讨论资料。

教师加强学生对详细解释的知识的理解，通过对学生作业的

详细的评论。

ZDM Mathematics

Education (2009)

41:333–347

What Makes James 很多文献要看……教师有效性，四个维度：Journal of

Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement H.

Stronge,

Thomas

J. Ward

and

Leslie W.

Grant

教学的传递、学生评价、学习环境、个人特点Teacher

Education 2011

62: 339

planning

_ assessment and evaluation

_ designing assignments

_ developing good work-study habits

_ using motivating techniques

_ questioning techniques

_ oral and written communication

subject competence and creativity

_ skill in the science and art of motivation

through

positive reinforcement

_ flexibility in using expertise in

modifying the

curriculum to fit the students

_ willingness to take risks and make

mistakes

_ respect for learners

_ caring, warmth, love and a sense of humour _ pride in the profession, and a willingness to go

the extra mile.

The American Association of School Administrators

(AASA) investigated characteristics of effective

teachers and concluded that the qualities tend to

fall into two categories: (a) management and instructional

techniques and (b) personal characteristics (Demmon-Berger, 1986). In general, the AASA describes effective teachers as good managers who:

(a) handle discipline through prevention

(b) use systematic, yet varied, instructional techniques

(c) are knowledgeable of subject matter, and task

oriented while tailoring teaching to student

needs

(d) are highly flexible, enthusiastic, and

imaginative,

and emphasize perceptual meanings more than facts and events

(e) believe in their own abilities, and have high

expectations

(f) are democratic in their approach, and display

warmth, care and concern when interacting with

students and

(g) are readily accessible outside class.