F. Javier Murillo


Adegbile J.A. y Adeyemi B.A. (2008). Enhancing quality assurance through teachers’ effectiveness. Educational Research and Review, 3(2), pp. 061-065.

Anderson, L.W. (2004) Increasing teaching effectiveness. Paris: UNESCO-IIPE.

Appalachia Regional Comprehensive Center. (2007). Tennessee study on teacher effectiveness and teacher equity.

Berk, R.A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), pp. 48-62.

Brooks, G., Burton, M., Cole, P. y Szczerbinski, M. (2007). Effective teaching and learning: reading. London: National Research and Development Centre for Adult Literacy and Numeracy.

Carreras de Alba, M.R., Guil, R. y Mestre, J.M. (1999). Estudio diferencial de la percepción de eficacia docente. Revista Electrónica Interuniversitaria de Formación del Profesorado, 2(2).

Coggshall, J. G. (2007). Communication framework for measuring teacher quality and effectiveness: Bringing coherence to the conversation. Washington, DC: National Comprehensive Center for Teacher Quality.

Coggshall, J., Ott, A., Behrstock, E., & Lasagna, M. (2009). Supporting teacher effectiveness: The view from Generation Y. Naperville, IL and New York: Learning Point Associates and Public Agenda.

Creemers, B. (1999). The effective teacher: what changes and remains.Asia-Pacific Journal of Teacher Education & Development, 2(1), pp. 51-63.

Creemers B. y Reezigt G (1996) 'School level conditions affecting the effectiveness of instruction', in School Effectiveness and School Improvement, Vol. 7, No. 3, pp. 197-228

Creemers, B. (1994), 'Effective instruction: an empirical basis for a theory of educational effectiveness. En D. Reynolds, B. Creemers, P. Nesselrodt, E. Schaffer, S. Stringfield y C, Teddlie (eds), Advances in School Effectiveness Research and Practice, Permagon Press, pp. 189-205

Crosswell, L. y Elliott, B. (2004). Committed teachers, passionate teachers: the dimension of passion associated with teacher commitment and engagement. Comunicación presdentada en la Australian Association for Research in Education (AARE) Annual Conference. Melbourne, 29 noviembre a 3 de diciembre.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).

Darling-Hammond, L., Holtzman, D.J., Gatlin, S.J. y Vasquez, J. (2005). Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness. Washington, DC: National Council for Accreditation of Teacher Education.

Day, C., Stobar, G., Sammons, P. Kington, A., Gu, Q., Smees, R. y Mujtaba, T. (2006). Variations in Teachers’ Work, Lives and Effectiveness. London: Department for Education and Skills.

Department for Education and Employment: 'From thinking skills to thinking classrooms: a review and evaluation of approaches for developing pupils' thinking'. Research Report, No. 115, pp. 1-36

Dunkin, M.J. (1997). Assessing teachers' effectiveness. Issues in Educational Research, 7(1), pp. 37-51.

Dwyer, C., (Ed.). (2007). America’s challenge: Effective teachers for at-risk schools and students. Washington, DC: National Comprehensive Center for Teacher Quality.

Ellett, C.D. y Teddlie, C. (2003). Teacher Evaluation, Teacher Effectiveness and School Effectiveness: Perspectiver from USA. Journal of Personnel Evaluation in Education, 17(1), pp. 101-128.

Ellis, E.S. y Worthington. L.A. (1994). Research Synthesis on Effective teaching. Pprinciples and the design of quality tools for educators. Technical report n 5. University of Oregon.

Fenlon, A. (2008). Hiring an effective special education teacher: Know what to look for and ask in the selection process. Principal, 88(2), 24-27.

Fetler M. (1999). High school staff characteristics and mathematics test results. Education Policy Analysis Archives, 7(9).

Flores Ramírez, M D. (2001). El factor humano en la docencia de educación secundaria: un estudio de la eficacia docente y el estrés a lo largo de la carrera profesional. Tesis doctoral. Universidad Autónoma de Barcelona. González-Vallinas, P., Oterino, D., y San Fabián, J.L. (2006). El Impacto de la Formación Permanente del Profesorado de Educación Secundaria en los Resultados Escolares. Archivos Analíticos de Políticas Educativas, 14(19).

Goe, L. y Croft, A. (2009). Methods of evaluating teacher effectiveness. Washington, DC: National Comprehensive Center for Teacher Quality.

Goe, L. (2008). Tips & tools, key issue: Using value-added models to identify and support highly effective teachers. Washington, DC: National Comprehensive Center for Teacher Quality.

Goe, L., Bell, C. y Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.

Gordon, R., Kane, T.J. y Staiger, D.O (2006). Identifying Effective Teachers Using Performance on the Job. The Brookings Institution

Gordon, W., Lokisso, A. y Allen, J. (1997). Enhancing the effectiveness of single-teacher schools and multi-grade classes: synthesis of case studies. Paris UNESCO.

Gurney, P. (2007). Five Factors for Effective Teaching. New Zealand Journal of Teachers’ Work, 4(2), pp. 89-98.

Hall, K. y Harding, A. (2003). A systematic review of effective literacy teaching in the 4 to14 age range of mainstream schooling. London: The EPPI-Centre is part of the Social Science Research Unit, Institute of Education, University of London.

Harlen, W. (1999 ). Effective Teaching of Science. A review of Research. Edinburgh: The Scottish Council for Research in Education.

Hattie, J. (2003). Teachers Make a Difference What is the research evidence?. Melbourne: ACER.

Hill, J. y Hawk, K. (2000). Making a Difference in the Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools. Albany: Institute for Professional Development and Educational Research, Massey University.

Hopkins, D. (1997). Powerful learning, powerful teaching and powerful schools. Paper presented as an inaugural lecture at the University of Nottingham, 25th February 1997.

Houtveen A., Booij, N., de Jong, R. y Van der Grift, W. (1999) Adaptive instruction and pupil achievement. School Effectiveness and School Improvement, 10(2), pp. 172-192

Kane, T. J., et al. (2007). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review,

Kirby, P., Stringfield, S., Teddlie, C. y Wimpelberg, R. (1992). School effects on teacher socialisation. School Effectiveness and School Improvement, 3(3), pp. 187-203

Kupermintz, H., Shepard, L. y Linn, R. (2002). Teacher Effects as a Measure of Teacher Effectiveness: Construct Validity Considerations in TVAAS (Tennessee Value Added Assessment System). Los Ángeles, CA: UCLA-CRESST.

Little, O., Goe, L. y Bell, C. (2009). A practical guide to evaluating teacher effectiveness. Washington, DC: National Comprehensive Center for Teacher Quality.

Markley, T. (2004 ). Defining the Effective Teacher: Current Arguments in Education. Essayis in Education, 11.

Mathers, C., Oliva, M. y Laine, S. (2008). Improving instruction through effective teacher evaluation: Options for states and districts. Washington, DC: National Comprehensive Center for Teacher Quality.

McColskey, W. y otros (2006). Teacher Effectiveness, Student Achievement, & National Board Certified Teachers. A Comparison of National Board Certified Teachers and non-National Board Certified Teachers: Is there a difference in teacher effectiveness and student achievement? Informe preparado para National Board for Professional Teaching Standards.

Mortimore. P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4(4), pp. 290-310 

Muijs, D. y Reynolds, D. (2002). Classroom factors and student achievement in primary math. Presented at AERA 2002, New Orleans, USA.

Muijs, D. y Reynolds, D. (2003) 'The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary schools, an introduction'. Presented at AERA 2002, New Orleans, USA.

Muijs, D. (2001). Effective mathematics teaching: year 2 of a research project. Presented at AERA 2001, Seattle, USA. 

Muijs, D. y Reynolds, D. (2001). Effective mathematics teaching: year 2 of a research project. Presented at ICSEI 2001, Toronto, Canada.

Muijs, D. y Reynolds, D. (2001). Student background and teacher effects on achievement and attainment in mathematics: a longitudinal study. Presented at ICSEI 2001, Toronto, Canada.

Muijs, D. y Reynolds, D. (2001). The teacher effectiveness enhancement project. Presented at ICSEI 2001, Toronto, Canada.

Muijs, D. y Reynolds, D. (2002). Teacher-level effects in school effectiveness research: first findings of a longitudinal study. Presented at ICSEI 2002, Toronto, Canada.

Muijs, D. y Reynolds, D. (2002). Being or Doing: The Role of Teacher Behaviors and Beliefs in School and Teacher Effectiveness in Mathematics, a SEM analysis. Journal of Classroom Interaction, 37(2), pp 3-15

Murnane, R. J. y Steele, J. L. (2007). What Is the Problem? The Challenge of Providing Effective Teachers for All Children. The Future of Children, 17(1), pp. 15-43

NCREL (2004). Improving Student Achievement and Teacher Effectiveness Through Scientifically Based Practices. Viewpoints Vol. 11. Naperville, IL: NCREL.

Prieto Navarro, L. (2001). La autoeficacia en el contexto académico: exploración bibliográfica comentada. Miscelánea Comillas, 59, 281-292.

RAND (2004). The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness. Research Brief. Santa Mónica, CA: RAND.

Reynolds, D. (1998). ETeacher Effectiveness: Better Teachers, Better Schools Research Intelligence,  26, pp 26-29

Reynolds, D. y Muijs, D. (1999) Numeracy: An Annotated Bibliography for Schools and Colleges, London: DfEE

Rowe, K. (2006). Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching? Background paper to keynote address presented at the NSW DET Office of Schools Portfolio Forum, Wilkins Gallery, Sydney, 14 July.

Sammons, P., DeLaMatre, J. y Mujtaba, T. (2002). A summary review of research on teacher effectiveness, Draft 2, 27 January 2002, pp.1-33

Schaffer, G,, Nesselrodt, P. y Stringfield, S. (1991) The groundings of an observational instrument: the teacher behaviour - student learning research base of the special strategies observation system. En the International school effects research workshop, September 26-27, 1991, pp. 157-197

Scheerens, J. (2004). Review of school and instructional effectiveness research. Background paper prepared for the Education for All Global Monitoring Report 2005. The Quality Imperative. Paris: UNESCO.

Teddlie, C. (1991) The integration of classroom and school process data in school effects research. En the International school effects research workshop, September 26-27, 1991, pp. 71-100.

Teddlie, C., Kirby, P.C. y Stringfield, S. (1989). Effective versus Ineffective Schools: Observable Differences in the Classroom. American Journal of Education, 97(3), pp. 221-236.

Vera Rodríguez, M.T. e Isidro de Predro, A.I. (1997). Las creencias académico-sociales del profesor y sus efectos. Revista Electrónica Interuniversitaria de Formación del Profesorado, 1(0).

Walberg, J.H. y Paik, D.J. (2000). Effective educational practices. Geneve: IBE/UNESCO. (trad español, Prácticas eficaces)

Wenglinksy, H. (2002). How schools matter. The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10 (12).

Woodcock, W. (1998) 'Induction Credit Scheme for New Teachers - Interim Report. Written for the Teacher Training Agency.


Página revisada y actualizada el 4 de diciembre de 2010


© F. Javier Murillo. Universidad Autónoma de Madrid