Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

A role congruity theory of prejudice toward female leaders proposes that perceived incongruity between the female gender role and leadership roles leads to 2 forms of prejudice: (a) perceiving women less favorably than men as potential occupants of leadership roles and (b) evaluating behavior that fulfills the prescriptions of a leader role less favorably when it is enacted by a woman. One consequence is that attitudes are less positive toward female than male leaders and potential leaders. Other consequences are that it is more difficult for women to become leaders and to achieve success in leadership roles. Evidence from varied research paradigms substantiates that these consequences occur, especially in situations that heighten perceptions of incongruity between the female gender role and leadership roles.

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Role congruity theory of prejudice toward female leaders.

This paper examines the reflection problem that arises when a researcher observing the distribution of behaviour in a population tries to infer whether the average behaviour in some group influences the behaviour of the individuals that comprise the group. It is found that inference is not possible unless the researcher has prior information specifying the compisition of reference groups. If this information is available, the prospects for inference depend critically on the population relationship between the variables defining reference groups and those directly affecting outcomes. Inference is difficult to implossible if these variables are functionally dependent or are statistically independent. The prospects are better if the variables defining reference groups and those directly affecting outcomes are moderately related in the population.

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Identification of Endogenous Social Effects: The Reflection Problem

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.

Professional Development and Teacher Learning: Mapping the Terrain

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

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Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Role theory Concerns One of the most important features of social life, characteristic behavior patterns or roles. It explains roles by presuming that persons are members of social positions and hold expectations for their own behaviors and those of other persons. Its vocabulary and concerns are popular among social scientists and practitioners, and role concepts have generated a lot of research. At least five perspectives may be discriminated in recent work within the field: functional, symbolic interactionist, structural, organizational, and cognitive role theory. Much of role research reflects practical concerns and derived concepts, and research on four such concepts is reviewed: consensus, conformity, role conflict, and role taking. Recent developments suggest both centrifugal and integrative forces within the role field. The former reflect differing perspectival commitments of scholars, confusions and disagreements over use of role concepts, and the fact that role theory is used to analyze various forms of social system. The latter reflect the shared, basic concerns of the field and efforts by role theorists to seek a broad version of the field that will accommodate a wide range of interests.

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Recent developments in role theory

Role Theory: Expectations, Identities, and Behaviors

* Thinking About Education in a Different Way * Myths About Achievement and Aptitude * Other Myths About American Schools * Why Now? * Poor Ideas for Reform * Real Problems of American Education * Toward the Improvement of Education * Fundamentals of School Improvement: Research and Compassion

The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools

Role Theory: Concepts and Research

Part I: Teachers. 1. The Changing World of Teachers The Editors. 2. Perspectives on the Teaching Career M. Huberman, et al. 3. Becoming a Teacher: Self and the Social Location of Teacher Education R.V. Bullough, Jr. 4. The Life and Work of Teachers I.F. Goodson. 5. Teaching as Women's Work D.A. Spencer. 6. Feminism and the Teacher's Work S. Delmont, A. Coffey. 7. Racialisation of Difference and the Cultural Politics of Teaching B. Troyna, F. Rizvi. 8. Increasing the Racial and Ethnic Diversity of the U.S. Teaching Force A.M. Villegas. 9. Towards a Social Understanding of Teachers: Swedish Positions and Experiences S. Lindblad. 10. Teachers in the Transformation of the School System in German Unification C. Handle. 11. Empowerment of the Powerless Through the Politics of the Apolitical: Teacher Professionalisation in Hong Kong Kai-Ming Cheng, Suk-Ying Wong. 12. Teacher Unions and Teacher Professionalism in the U.S.: Reconsidering a Familiar Dichotomy N. Bascia. 13. Coping with Reform: The Intermix of Teacher Morale, Teacher Burnout, and Teacher Accountability A.G. Dworkin. 14. Recent Research on the Role of the Teacher B.J. Biddle. 15. Research on Teacher Leadership: Assessing the State of the Art M.A. Smylie. 16. Policy, Productivity, and Teacher Evaluation E.R. House, S.D. Lapan. 17. Restructuring Teachers' Labour: 'Troubling' Post-Fordism S.L. Robertson. Part II: Teaching. 1. The Study of Teaching: Modern and Emerging Conceptions TheEditors. 2. Understanding Student Thinking and Learning in the Classroom G. Nuthall. 3. What Do Students Know? Facing Challenges of Distance, Context, and Desire in Trying to Hear Children D. Loewenberg Ball. 4. Teaching for Understanding P.C. Blumenfeld, et al. 5. Peer Cultures and Their Challenge for Teaching B.J. Bank. 6. The Micropolitics of Teaching J. Blase. 7. The New Politics of Teaching P.W. Cookson, Jr., C. Shube Lucks. 8. The Changing Social Context of Teaching in Western Europe J.H.C. Vonk. 9. The Changing Social Context of Teaching in the United States L. Darling-Hammond, M. Bullmaster. 10. Teaching and Social Policy: Images of Teaching for Democratic Change J. Smyth. 11. Teaching in Context: From Socialization to Redemption P. Wexler. 12. Teachers As Innovators J. Randi, L. Corno. 13. Teacher Learning: Implications of New Views of Cognition R.T. Putnam, H. Borko. 14. Cultures of Teaching and Educational Change A. Hargreaves. 15. A Bill of Goods: The Early Marketing of Computer-Based Education and Its Implications for the Present Moment D.D. Noble. 16. Reform Efforts in American Schools: Will Faddism Continue to Impede Meaningful Change? T.L. Good, et al.

Bruce J. Biddle

Papers

Recent developments in role theory

Role Theory: Expectations, Identities, and Behaviors

The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools

Role Theory: Concepts and Research

International handbook of teachers and teaching