Reading Progress in English Infant Schools: some problems emerging from a study of teacher effectiveness*

Publisher Website
Google Scholar
Abstract
Summary A number of researchers have emphasised the ‘importance of the teacher’ in criticising studies of school effectiveness. This position has gained considerable support from practitioners who argue that some teachers are better than others and that experienced practitioners know a good teacher when they see one. Studies of teacher effectiveness are, however, notoriously difficult to design and conduct; they are rarely replicated. The paper presents evidence from one such attempt involving the teaching of reading in English infant schools and comes up with some unexpected results.