eq-ees-teacher-evaluation

1.3 Teacher engages students in methods of inquiry and research
Aligns with InTASC Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to access and appropriately apply information.
Several studies have found that effective teaching emphasizes the importance of higher-order thinking skills such as inquiry
and research (Brophy & Good, 1986; Ellis & Worthington, 1994; McLaughlin & Talbert 1993; Snapp & Glover, 1990;
Wenglinsky, 2001). A meta-analysis by Redfield and Rousseau (1981) concluded that the predominant use of higher-level
questions during instruction yielded positive gains on tests of both factual recall and application of thinking skills. Hyde
and Bizar (1989) found that teachers who value student thinking structure their classrooms to give students time to think,
problems that are worthy of thinking about, and other students with whom to think. Several studies cited in Tennessee’s
Framework for Evaluation and Professional Growth: Comprehensive Assessment (2009) found that students perform better
academically when they have teachers that ask focused questions, provide immediate feedback, and engage students in
discussion and review of content.
References:
Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of
research on teaching (3rd ed., pp. 328-377).
Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for
educators (Technical Report No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educators.
Hyde, A. A., & Bizar, M. (1989). Thinking in context: Teaching cognitive processes across the elementary school curriculum.
New York: Longman.
McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning. Stanford, CA: Stanford
University.
Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior.
Review of Educational Research, 51(2): 237-245.
Snapp, J. C., & Glover, J. A. (1990). Advanced organizers and study questions. Journal of Educational Research, 83, 266–271.
Tennessee State Board Education. (2009). Framework for evaluation & professional growth: Comprehensive assessment.
Nashville, TN: Author. Available from http://www.tn.gov/education/frameval/doc/comprehensive_assessment.pdf
Wenglinsky, H. (2001). Teacher classroom practices and student performance: How schools can make a difference (Report
Number RR-01-19). Princeton, NJ: Educational Testing Service.
Missouri’s EDuCATor EVALuATioN sYsTEM