eq-ees-teacher-evaluation

0.61) on student achievement. According to Hembree (1992), the teacher characteristic with the most positive effect on
students’ performance was specialist training in heuristic methods (d = 0.71). The methods include, for example, Pólya’s
(1945) four phases of: (1) understanding the problem, (2) obtaining a plan of the solution, (3) carrying out the problem,
and (4) examining the solutions obtained. Problem-solving methods can also have a positive influence on student
interpersonal outcomes. Almeida and Denham (1984) reported positive effects of interpersonal cognitive problem solving
skills on behavioral adjustment and social behaviors (see also Denham & Almeida, 1987).
References:
Almeida, M. C., & and Denham, S. A. (1984, April). Interpersonal cognitive problem-solving: A meta analysis. Paper
presented at the Annual Meeting of the Eastern Psychological Association, Baltimore, MD.
Denham, S. A., & Almeida, M. C. (1987). Children’s social problem-solving skills, behavioral adjustment, and interventions:
A meta-analysis involving theory and practice. Journal of Applied Developmental Psychology, 8(4), 391-409.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Hembree, R. (1992). Experiments and relational studies in problem solving: A meta-analysis, Journal for Research in
Mathematics Education, 23(3), 242-273.
Pólya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.
Wenglisnky, H. (2002, February). How schools matter: The link between classroom practices and student academic
performance. Education Policy Analysis Archives, 10(12). Available from http://epaa.asu.edu/epaa/v10n12/
Wenglinsky, H. (2003). Using large-scale research to gauge the impact of instructional practices on student reading
comprehension. Educational Policy Analysis Archives, 11(9). Available from http://epaa.asu.edu/espaa/v11n9/
Wenglinsky, H. (2004, September). Facts or critical thinking skills? What the NAEP results say. Educational Leadership,
62(1), 32-35. Available from http://www.ascd.org/publications/educational-leadership/sept04/vol62/num01/Facts-or-
Critical-Thinking-Skills%C2%A2-%E2%80%94-What-NAEP-Results-Say.aspx
4.2 Teacher uses a variety of instructional resources to enhance student learning
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 apply knowledge in meaningful ways.
Research on the use of technology and other instructional resources to enhance student learning may be found in
WestEd’s Research Base: Using Technology to Support Diverse Learners (n.d.) and Marzano’s Classroom Instruction That
Works (2001). Hattie’s meta-analysis (2009) found that use of interactive video methods, i.e. a combination of computer-
Missouri’s EDuCATor EVALuATioN sYsTEM