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Abstract
Identifying effective instructional practices and effective teachers is an important issue in educational research, policy, and practice. However, many schools have resorted to measuring these constructs with student test scores, ignoring the instructional context. In this introductory article to the special issue, we highlight the importance of the instructional context as facilitating of teacher-student relationships, effective instructional practices, and supporting of student success.
Keywords Accountability, achievement, instruction, student success, teaching
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Author biographies
Nathaniel P. von der Embse is an Assistant Professor of School Psychology at Temple University. His research program is focused in three primary areas including: (1) an examination of teacher stress and student test anxiety surrounding high-stakes exams; (2) the creation and validation of internalizing behavior and socio-emotional wellness screening assessments; and (3) the training of teachers and schools in population-based assessment to inform tiered and targeted intervention.
David W. Putwain is a Professor of Education in the Faculty of Education at Edge Hill University. His interests focus on the psychological factors that influence and, in turn, are influenced by learning and achievement. These include motivation, engagement, emotions (particularly fear of failure) and the psychosocial classroom environment.
