ABSTRACT
This chapter starts from a brief reflection upon the evolution of educational effectiveness research (EER), traces the development of its subfield teaching effectiveness research (TER), to its 'childhood' in the US and then in the UK and arrives at national studies dotted across various countries in the West. The field of EER has evolved vertically through over four decades and horizontally across locations – classrooms, schools and countries. The chapter highlights gaps in the reviewed literature and the relevance of this study to both research and practice. It reviews the research designs and methodologies that the five large-scale studies utilised so as to shed light on the research design and methodology. The chapter analyses the findings of effective teacher behaviours that emerged in and considerably overlapped with each other among the five studies and other TER studies in the UK, integrated and linked with one another where possible.
