Factors that predict pre-service teachers’ teaching performance

References

• Aaronson, D., L. Barrow, and W. Sander. 2007. “Teachers and Student Achievement in the Chicago Public High Schools.” Journal of Labor Economics 25 (1): 95–135.10.1086/508733
   Web of Science ®Google Scholar
• Adewale, O. S. 2013. “Teaching Personality as a Necessary Construct for the Effectiveness of Teaching and Learning in Schools: An Implication for Teacher Development in the Era of Globalisation.” Journal of Education and Human Development 2 (2): 15–23.
   Google Scholar
• Allport, G. W. 1938. Personality: A Psychological Interpretation. New York: Henry Holt and Company.
   Google Scholar
• Aloe, A. M., and B. J. Becker. 2009. “Teacher Verbal Ability and School Outcomes: Where is the Evidence?” Educational Researcher 38 (8): 612–624.10.3102/0013189X09353939
   Web of Science ®Google Scholar
• APA (American Psychological Association) 2014. Assessing and Evaluating Teacher Preparation Programs. Accessed July 20, 2017. http://www.apa.org/ed/schools/teaching-learning/teacher-preparation-programs.pdf
   Google Scholar
• Auguste, B., P. Kihn, and M. Miller. 2010. Closing the Talent Gap: Attracting and Retaining Top Third Graduated to Careers in Teaching. Accessed June 25, 2016. http://www.mckinseyonsociety.com/downloads/reports/Education/Closing_the_talent_gap.pdf
   Google Scholar
• Barr ,A., D.,  Worcester, A.  Abell, C.  Beecher, L.  Jensen, A.  Peronto, T.A. Ringness, J. Schmid. 1961. “ Wisconsin Studies of the Measurement and Prediction of Teacher Effectiveness: A Summary of Investigations.” The Journal of Experimental Education, 30 (1): 5–156.
   Web of Science ®Google Scholar
• Bastian, K. C., D. M. McCord, J. T. Marks, and D. Carpenter. 2015. Do Personality Traits Impact Beginning Teacher Performance and Persistence? Chapel Hill: University of North Carolina. Accessed June 16, 2016. https://www.wcu.edu/WebFiles/PDFs/CEAP_PersonalityTraits_2015.pdf
   Google Scholar
• Bastian, K. C., D. M. McCord, J. T. Marks, and D. Carpenter. 2017. “A Temperament for Teaching? Associations between Personality Traits and Beginning Teacher Performance and Retention.” AERA Open 3 (1): 1–17. doi:10.1177/2332858416684764.
   Web of Science ®Google Scholar
• Borghans, L., A. L. Duckworth, J. J. Heckman, and B. Weel. 2008. “The Economics and Psychology of Personality Traits.” Journal of Human Resources 43 (4): 972–1059.
   Web of Science ®Google Scholar
• Cattell, R. B. 1943. “The Description of Personality: The Foundations of Trait Measurement.” Psychological Review 50: 559–594. 10.1037/h0057276
   Google Scholar
• Chan ,S. 2003. Influence of Instructors’ and Students’ Personalities on Student Rating of Teaching Effectiveness. ProQuest dissertations and theses database. (UMI No. 1418157). Arlington, Texas: The University of Texas.
   Google Scholar
• Cheng, A., and G. Zamarro. 2016. Measuring Teacher Conscientiousness and Its Impact on Students: Insight from the Measures of Effective Teaching Longitudinal Database. Accessed June 16, 2016. http://ssrn.com/abstract=2768970
   Google Scholar
• Chiang ,G. C.1991. Student Ratings of Teachers, Teacher Psychological Type, and Teacher Classroom Behavior: An Exploratory Study in Gifted Education. ProQuest Dissertations and Theses database. (UMI No. 9128966). Chicago: Northwestern University.
   Google Scholar
• Chu ,C.2003. A Study of the Relationship between Personality Traits and Teaching Effectiveness of Teachers in Reward and Non-Reward Kindergartens in Taiwan. ProQuest dissertations and theses database. (UMI No. 3103355). Louisville, Kentucky: Spalding University.
   Google Scholar
• Clayson, D. E., and M. J. Sheffet. 2006. “Personality and the Student Evaluation of Teaching.” Journal of Marketing Education 28: 149–160. 10.1177/0273475306288402
   Google Scholar
• Cochran-Smith, M., and K. Fries. 2006. “The AERA Panel on Research and Teacher Education: Context and Goals.” In Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education, edited by M. Cochran-Smith and K. M. Zeichner, 37–68. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Coolahan, J. 2004. “The Historical Development of Teacher Education in the Republic of Ireland.” In Teacher Education in the Republic of Ireland: Retrospect and Prospect, edited by A. Burke, 3–10. Proceedings of the Standing Conference on Teacher Education North and South, Armagh, Northern Ireland. Accessed November 5, 2016. http://www.crossborder.ie/pubs/scotensreport.pdf
   Google Scholar
• Corcoran, R. P. 2017a.“Preparing Teachers’ to Raise Students’ Mathematics Learning.” International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-017-9819-1
   Web of Science ®Google Scholar
• Corcoran, R. P., and J. O’Flaherty. 2016a. “Personality Development during Teacher Preparation.” Frontiers in Psychology 7 (1677): 1–10. doi:10.3389/fpsyg.2016.01677.
   PubMed Web of Science ®Google Scholar
• Corcoran, R. P. 2017b . " Preparing Principals to Improve Student Achievement." Child & Youth Care Forum 46: 769-781. http://dx.doi.org/10.1007/s10566-017-9399-9
   Web of Science ®Google Scholar
• Corcoran, R. P., and J. O’Flaherty. 2016b. “Examining the Impact of Prior Academic Achievement on Moral Reasoning Development among College Students: A Growth Curve Analysis.” Journal of Moral Education 45 (4): 433–448. doi:10.1080/03057240.2016.1230051.
   Web of Science ®Google Scholar
• Corcoran ,R. P., and J.  O ’Flaherty. 2017a. “ Executive Function during Teacher Preparation.” Teaching and Teacher Education 63: 168–175. http://dx.doi.org/10.1016/j.tate.2016.12.023
   Web of Science ®Google Scholar
• Corcoran ,R. P., and J. O’Flaherty. 2017b. “ Longitudinal Tracking of Academic Progress during Teacher Preparation.” British Journal of Educational Psychology 87: 664–682. http://onlinelibrary.wiley.com/doi/10.1111/bjep.12171/full.
   PubMed Web of Science ®Google Scholar
• Corcoran ,R. P., and R.  Tormey. 2012a. Developing Emotionally Competent Teachers: Emotional Intelligence and Pre-service Teacher Education. Oxford: Lang.
   Google Scholar
• Corcoran, R. P., and R. Tormey. 2012b. “How Emotionally Intelligent Are Pre-service Teachers?” Teaching and Teacher Education 28: 750–759. doi:10.1016/j.tate.2012.02.007.
   Web of Science ®Google Scholar
• Corcoran, R. P., and R. Tormey. 2013. “Does Emotional Intelligence Predict Student Teachers’ Performance?” Teaching and Teacher Education 35: 34–42. doi:10.1016/j.tate.2013.04.008.
   Web of Science ®Google Scholar
• Costa, P. T., and R. R. McCrae. 1992. The NEO Personality Inventory Manual. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Costa, P. T., and R. R. McCrae. 2006. Revised NOE Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional Manual. UK ed. Oxford: Hogrefe.
   Google Scholar
• Cutchin ,G. C.1998. Relationships between the Big Five Personality Factors and Performance Criteria for In-service High-school Teachers. ProQuest dissertations and theses database. (UMI No. 9900173).  West Lafayette, IN: Purdue University.
   Google Scholar
• Danielson, C. 2007. Enhancing Professional Practice: A Framework for Teaching. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Danielson, C. 2011. “Evaluations That Help Teachers Learn.” Educational Leadership 68 (4): 35–39.
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2010. Evaluating Teacher Effectiveness, How Teacher Performance Assessments Can Measure and Improve Teaching. Washington, DC: Centre for American Progress. Accessed May 17, 2017. https://edpolicy.stanford.edu/sites/default/files/publications/evaluating-teacher-effectiveness_0.pdf
   Google Scholar
• Darling-Hammond, L., S. P. Newton, and R. C. Wei. 2013. “Developing and Assessing Beginning Teacher Effectiveness: The Potential of Performance Assessments.” Educational Assessment Evaluation and Accountability 25: 179–204. doi:10.1007/s11092-013-9163-0.
   Web of Science ®Google Scholar
• Darling-Hammond, L., and P. Youngs. 2002. “Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?” Educational Researcher 31: 13–25. 10.3102/0013189X031009013
   Google Scholar
• DES (Department of Education and Skills) 2012. Report of the International Review Panel on the Structure of Pre-service Teacher Education Provision in Ireland. Dublin: Stationery Office. Accessed June 16, 2016 http://www.education.ie/en/Press-Events/Press-Releases/2012-Press-Releases/Report-of-the-International-Review-Panel-onthe-Structure-of-Initial-Teacher-Education-Provision-in-Ireland.pdf.
   Google Scholar
• DES (Department of Education and Skills) 2017. Minister Bruton Announces Changes to Minimum Entry Requirements for Primary Teacher Training Programmes. Accessed October 17, 2017. https://www.education.ie/en/Press-Events/Press-Releases/2017-Press-Releases/PR17-10-03.html
   Google Scholar
• Duckworth, A. L., P. D. Quinn, and M. E. P. Seligman. 2009. “Positive Predictors of Teacher Effectiveness.” The Journal of Positive Psychology 4 (6): 540–547. 10.1080/17439760903157232
   Web of Science ®Google Scholar
• Dudley, N. M., K. A. Orvis, J. E. Lebiecki, and J. M. Cortina. 2006. “A Meta-analytic Investigation of Conscientiousness in the Prediction of Job Performance: Examining the Intercorrelations and the Incremental Validity of Narrow Traits.” Journal of Applied Psychology 91 (1): 40–57. 10.1037/0021-9010.91.1.40
   PubMed Web of Science ®Google Scholar
• Eysenck, H. J. 1952. The Scientific Study of Personality. London: Routledge & Kegan Paul.
   Google Scholar
• Flores, M. A., and C. Day. 2006. “Contexts Which Shape and Re-shape New Teachers’ Identities: A Multi-perspective Study.” Teaching and Teacher Education 22 (2): 219–232. doi:10.1016/j.tate.2005.09.002.
   Web of Science ®Google Scholar
• Garcia ,J. E.1991. Narcissism and Teaching Effectiveness in College Teachers. ProQuest dissertations and theses database. (UMI No. 9134249). Athens, Ohio: Ohio University.
   Google Scholar
• Gleeson, J., J. O’Flaherty, T. Galvin, and J. Hennessy. 2015. “Student Teachers, Socialisation, School Placement and Schizophrenia: The Case of Curriculum Change.” Teachers and Teaching: Theory and Practice 21 (4): 437–458. doi:10.1080/13540602.2014.968895.
   Web of Science ®Google Scholar
• Goe, L., C. Bell, and O. Little. 2008. Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. Washington, DC: National Comprehensive Centre for Teacher Quality. Accessed June 16, 2016. http://www.tqsource.org/publications/EvaluatingTeachEffectiveness.pdf
   Google Scholar
• Goldberg, L. R. 1999. “A Broad-Bandwidth, Public-Domain, Personality Inventory Measuring the Lower-Level Facets of Several Five-factor Models.” In Personality Psychology in Europe, Vol. 7, edited by I. Mervielde, I. Deary, F. De Fruyt, and F. Ostendorf, 7–28. Tilburg: Tilburg University Press.
   Google Scholar
• Goldberg, L. R., J. A. Johnson, H. W. Eber, R. Hogan, M. C. Ashton, C. R. Cloninger, and H. C. Gough. 2006. “The International Personality Item Pool and the Future of Public-Domain Personality Measures.” Journal of Research in Personality 40 (1): 84–96. doi:10.1016/j.jrp.2005.08.007.
   Web of Science ®Google Scholar
• Goldhaber, D., and M. Hansen. 2013. “Is It Just a Bad Class? Assessing the Long-term Stability of Estimated Teacher Performance.” Economica 80: 589–612. doi:10.1111/ecca.12002.
   Web of Science ®Google Scholar
• Goodman, G., C. Arbona, and R. D. de Rameriz. 2008. “High-Stakes, Minimum-competency Exams: How Competent Are They for Evaluating Teacher Competence?” Journal of Teacher Education 59: 24–39. doi:10.1177/0022487107309972.
   Web of Science ®Google Scholar
• Gow, A. J., M. C. Whiteman, A. Pattie, and I. J. Deary. 2005. “Goldberg’s ‘IPIP’ Big-Five Factor Markers: Internal Consistency and Concurrent Validation in Scotland.” Personality and Individual Differences 39 (2): 317–329. doi:10.1016/j.paid.2005.01.011.
   Web of Science ®Google Scholar
• Guenole, N., and O. S. Chernyshenko. 2005. “The Suitability of Goldberg’s Big Five IPIP Personality Markers in New Zealand: A Dimensionality, Bias, and Criterion Validity Evaluation.” New Zealand Journal of Psychology 34 (2): 86–96.
   Web of Science ®Google Scholar
• Harris, D. N. 2012. How Do Value-Added Indicators Compare to Other Measures of Teacher Effectiveness? New York: Carnegie Foundation. Accessed December 15, 2016. http://www.carnegieknowledgenetwork.org/wp-content/uploads/2012/10/CKN_2012-10_Harris.pdf
   Google Scholar
• Harris, D. N., and T. R. Sass. 2014. “Skills, Productivity and the Evaluation of Teacher Performance.” Economics of Education Review 40: 183–204. doi:10.1016/j.econedurev.2014.03.002.
   Web of Science ®Google Scholar
• Herman, J. L., M. Heritage, and P. Goldschmidt. 2011. Guidance for Developing and Selecting Student Growth Measures for Use in Teacher Evaluation Systems (Extended Version). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Accessed June 16, 2016. http://datause.cse.ucla.edu/DOCS/DSA_long_v6[1].pdf
   Google Scholar
• Hogan, J., and B. Holland. 2003. “Using Theory to Evaluate Personality and Job-performance Relations: A Socio-Analytic Perspective.” Journal of Applied Psychology 88 (1): 100–112. 10.1037/0021-9010.88.1.100
   PubMed Web of Science ®Google Scholar
• Jablonski ,A. M.1996. The Influence of Preservice Teachers’ Cognition, Behavior, and Perceived Self-Efficacy on Teaching Performance during a Mentored Internship. ProQuest Dissertations and Theses database. (UMI No. 9708260). New York: Fordham University
   Google Scholar
• Jacob, B. A. 2016. “The Power of Teacher Selection to Improve Education.” Evidence Speaks Reports 1 (12): 1–7. Accessed September 12, 2017. https://www.brookings.edu/wp-content/uploads/2016/07/teacher-selection.pdf
   Google Scholar
• Jacob, B. A., and L. Lefgren. 2008. “Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education.” Journal of Labor Economics 26 (1): 101–136. 10.1086/522974
   Web of Science ®Google Scholar
• Jamil, F. M., J. T. Downer, and R. C. Pianta. 2012. “Association of Pre-service Teachers’ Performance, Personality and Beliefs with Teacher Self-efficacy at Program Completion.” Teacher Education Quarterly 39 (4): 119–138.
   Google Scholar
• Jenson ,M. C.1986. Employment and Success as a Teacher: An Analysis of the Path from Measures of Academic Ability and Teacher Education. ProQuest Dissertations and Theses database. (UMI No. 8705878). Eugene, OR: University of Oregon.
   Google Scholar
• Job ,A. P.2004. The Relationship between Personality, Occupation and Student Evaluations of Teaching Effectiveness. ProQuest Dissertations and Theses database. (UMI No. 3127387). Portland, Oregon: Portland State University.
   Google Scholar
• John, O. P., E. M. Donahue, and R. L. Kentle. 1991. The Big Five Inventory–Versions 4a and 54. Berkeley: University of California, Berkeley, Institute of Personality and Social Research.
   Google Scholar
• John, O. P., and S. Srivastava. 1999. “The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives.” In Handbook of Personality: Theory and Research, 2nd ed., edited by L. Pervin and O. P. John, 102–138. New York: Guilford.
   Google Scholar
• Johnson, J. A. 2014. “Measuring Thirty Facets of the Five Factor Model with a 120-Item Public Domain Inventory: Development of the IPIP-NEO-120.” Journal of Research in Personality 51: 78–89. 10.1016/j.jrp.2014.05.003
   Web of Science ®Google Scholar
• Justice, L. M., A. J. Mashburn, B. K. Hamre, and R. C. Pianta. 2008. “Quality of Language and Literacy Instruction in Preschool Classrooms Serving at-Risk Pupils.” Early Childhood Research Quarterly 23: 54–68. doi:10.1016/j.ecresq.2007.09.004.
   Web of Science ®Google Scholar
• Kane, T., J. Rockoff, and D. Staiger. 2006. What Does Certification Tell Us about Teacher Effectiveness? Evidence from New York City. Cambridge, MA: NBER. 10.3386/w12155
   Google Scholar
• Kim ,E., and Corcoran, R. P. 2017. “ How Engaged are Pre-service Teachers in the United States?” Teaching and Teacher Education 66: 12–23. doi: 10.1016/j.tate.2017.03.020.
   Web of Science ®Google Scholar
• Kim ,E., and Corcoran, R. P.  2018. “ Factors That Influence Pre-service Teachers’ Persistence.” Teaching and Teacher Education 70: 204–214. doi: 10.1016/j.tate.2017.11.015
   Web of Science ®Google Scholar
• Klassen, R. M., and V. M. C. Tze. 2014. “Teachers’ Self-efficacy, Personality, and Teaching Effectiveness: A Meta-Analysis.” Educational Research Review 12: 59–76. 10.1016/j.edurev.2014.06.001
   Web of Science ®Google Scholar
• Klassen, R. M., V. M. C. Tze, S. M. Betts, and K. A. Gordon. 2011. “Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?” Education Psychological Review 23: 21–43. doi:10.1007/s10648-010-9141-8.
   Web of Science ®Google Scholar
• Koedel, C., and J. Betts. 2007. Re-examining the Role of Teacher Quality in the Educational Production Function. San Diego, CA: University of Missouri.
   Google Scholar
• Levine, A. 2006. Educating School Teachers. Princeton, NJ: The Education Schools Project.
   Google Scholar
• Little, R. A. 1988. “A Test of Missing Completely at Random for Multivariate Data with Missing Values.” Journal of the American Statistical Association 83 (404): 1198–1202. 10.1080/01621459.1988.10478722
   Web of Science ®Google Scholar
• Little, R. A., and J. Roderick. 1988. “A Test of Missing Completely at Random for Multivariate Data with Missing Values.” Journal of the American Statistical Association 83: 1198–1202. doi:10.2307/2290157.
   Web of Science ®Google Scholar
• Lortie, D. C. 1975. Schoolteacher: A Sociological Study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Madhavan, P. 2004. “Assessment of the Psychometric Properties of the Facets of Conscientiousness.” North American Journal of Psychology 6 (2): 309–326.
   Google Scholar
• Maltby, J., L. Day, and A. Macaskill. 2007. Personality, Individual Differences and Intelligence. 2nd ed. London: Prentice Hall.
   Google Scholar
• McAdams, D. P., and J. L. Pals. 2006. “A New Big Five: Fundamental Principles for an Integrative Science of Personality.” American Psychologist 61: 204–217.10.1037/0003-066X.61.3.204
   PubMed Web of Science ®Google Scholar
• McCaffrey, D., T. Sass, J. R. Lockwood, and K. Mihaly. 2009. “The Intertemporal Variability of Teacher Effect Estimates.” Education Finance and Policy 4: 572–606.10.1162/edfp.2009.4.4.572
   Web of Science ®Google Scholar
• Mihaly, K., D. F. McCaffrey, D. O. Staiger, and J. R. Lockwood. 2013. A Composite Estimator of Effective Teaching. Accessed October 5, 2017. http://k12education.gatesfoundation.org/resource/a-composite-estimator-of-effective-teaching
   Google Scholar
• Mlačić, B., and L. R. Goldberg. 2007. “An Analysis of a Cross-cultural Personality Inventory: The IPIP Big-Five Factor Markers in Croatia.” Journal of Personality Assessment 88 (2): 168–177.
   PubMed Web of Science ®Google Scholar
• Monsour ,D. K.1987. Student Teacher Effectiveness and Job Satisfaction: An Analysis of Personality and Cognitive Variables in Relation to Performance. ProQuest Dissertations and Theses database. (UMI No. 8711910). Indiana, PA: Indiana University of Pennsylvania.
   Google Scholar
• Mulholland, H. 2012. “Michael Gove Unveils Tougher Tests for Trainee Teachers.” Guardian on-Line. October 26. Accessed 4 November 2016. https://www.theguardian.com/education/2012/oct/26/michael-gove-tests-trainee-teachers
   Google Scholar
• Murray, E. 1972. “Students’ Perceptions of Self-actualizing and Non-self-actualizing Teachers.” Journal of Teacher Education 23: 383–387.10.1177/002248717202300326
   Google Scholar
• OECD (Organization for Economic Cooperation and Development) 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD.
   Google Scholar
• Pianta, R. C., B. Hamre, N. Hayes, S. Mintz, and K. M. LaParo. 2008. Classroom Assessment Scoring System – Secondary (CLASS-S). Charlottesville: University of Virginia.
   Google Scholar
• Pianta, R. C., K. M. LaParo, and B. Hamre. 2008. Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Rimm-Kaumfan, S. E., and B. K. Hamre. 2010. “The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality.” Teachers College Record 112 (12): 2988–3023.
   Web of Science ®Google Scholar
• Rivkin, S. G., E. A. Hanushek, and J. F. Kain. 2005. “Teachers, Schools, and Academic Achievement.” Econometrica 73: 417–458.10.1111/ecta.2005.73.issue-2
   Web of Science ®Google Scholar
• Rockoff, J. E., B. A. Jacob, T. J. Kane, and D. O. Staiger. 2011. “Can You Recognize an Effective Teacher When You Recruit One?” Education Finance and Policy 6 (1): 43–74.10.1162/EDFP_a_00022
   Web of Science ®Google Scholar
• Rockoff, J. E., and C. Speroni. 2011. “Subjective and Objective Evaluations of Teacher Effectiveness: Evidence from New York City.” Labour Economics 18 (5): 687–696. doi:10.1016/j.labeco.2011.02.004.
   Web of Science ®Google Scholar
• Rockoff, J. E., D. O. Staiger, T. J. Kane, and E. S. Taylor 2010. Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools. Working Paper #16240. Cambridge, MA: National Bureau of Economic Research. 10.3386/w16240
   Google Scholar
• Rockoff, J. E., D. O. Staiger, T. J. Kane, and E. S. Taylor. 2012. “Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools.” American Economic Review 102 (7): 3184–3213.10.1257/aer.102.7.3184
   Web of Science ®Google Scholar
• Roorda, D. L., H. M. Y. Koomen, J. L. Spilt, and F. J. Oort. 2011. “The Influence of Affective Teacher-Student Relationships on Students’ School Engagement and Achievement: A Meta-analytic Approach.” Review of Educational Research 81 (4): 493–529.10.3102/0034654311421793
   Web of Science ®Google Scholar
• Schell, K. L., and F. L. Oswald. 2013. “Item Grouping and Item Randomization in Personality Measurement.” Personality and Individual Differences 55 (3): 317–321. doi:10.1016/j.paid.2013.03.008.
   Web of Science ®Google Scholar
• Schretlen, D. J., E. J. van der Hulst, G. D. Pearlson, and B. A. Gordon. 2010. “A Neuropsychological Study of Personality: Trait Openness in Relation to Intelligence, Fluency, and Executive Functioning.” Journal of Clinical and Experimental Neuropsychology 32 (10): 1068–1073. doi:10.1080/13803391003689770.
   PubMed Web of Science ®Google Scholar
• Spencer, J. E. 2014. “Is Teaching a Matter of Personality? A Study of Teacher Personality and Student Academic Achievement.” Unpublished doctoral thesis. Minneapolis, MN, Capella University. Accessed June 16, 2016. http://gradworks.umi.com/36/33/3633221.html
   Google Scholar
• Staiger, D. O., and J. E. Rockoff. 2010. “Searching for Effective Teachers with Imperfect Information.” Journal of Economic Perspectives 24: 97–118. doi:10.1257/jep.24.3.97.
   Web of Science ®Google Scholar
• Sturman, M., R. Cheramie, and L. Cashen. 2005. “The Impact of Job Complexity and Performance Measurement on the Temporal Consistency, Stability, and Test–Retest Reliability of Employee Job Performance Ratings.” Journal of Applied Psychology 90: 269–283.10.1037/0021-9010.90.2.269
   PubMed Web of Science ®Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2007. Using Multivariate Statistics. 5th ed. Boston, MA: Allyn and Bacon.
   Google Scholar
• Teaching Council of Ireland. 2011. Initial Teacher Education: Criteria and Guidelines for Programme Providers. Maynooth: Teaching Council. Accessed June 16, 2016. http://www.teachingcouncil.ie/_fileupload/Teacher%20Education/Final%20Criteria%20and%20Guidelines%20for%20Existing%20Progs%20Aug2011.pdf
   Google Scholar
• Teaching Council of Ireland. 2013. Guidelines on School Placement. Accessed October 20, 2016. http://www.teachingcouncil.ie/_fileupload/Teacher%20Education/School%20Placement/School%20Placement%20Guidelines.pdf
   Google Scholar
• Teachout ,D. J.1997. The Relationship between Personality and the Teaching Effectiveness of Music Student Teachers. ProQuest Dissertations and Theses database. (UMI No. 9802518). Kent, OH: Kent State University.
   Google Scholar
• Tyler, F. T. 1960. “Teacher Personalities and Teaching Competencies.” The Social Review 64: 429–449.
   Google Scholar
• Walkington, C., P. Arora, S. Ihorn, J. Gordon, M. Walker, L. Abraham, and M. Marder. 2014. Development of the UTeach Observation Protocol: A Classroom Observation Instrument to Evaluate Mathematics and Science Teachers from the UTeach Preparation Program. Accessed June 14, 2017. https://www.researchgate.net/publication/265478444_Development_of_the_UTeach_Observation_Protocol_A_Classroom_Observation_Instrument_to_Evaluate_Mathematics_and_Science_Teachers_from_the_UTeach_Preparation_Program
   Google Scholar
• Wayne, A. J., and P. Youngs. 2003. “Teacher Characteristics and Student Achievement Gains: A Review.” Review of Educational Research 73 (1): 89–122.10.3102/00346543073001089
   Web of Science ®Google Scholar
• Wei, R. C., and R. L. Pecheone. 2010. “Assessment for Learning in Preservice Teacher Education.” In Teacher Assessment and the Quest for Teacher Quality: A Handbook, edited by M. M. Kennedy, 69–132. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Weisberg, D., S. Sexton, J. Mulhern, and D. Keeling. 2009. The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Washington, DC: The New Teacher Project. Accessed September 16, 2017. http://widgeteffect.org/downloads/TheWidgetEffect.pdf
   Google Scholar
• WWC (The What Works Clearinghouse) 2016. Review Protocol for Teaching Training, Evaluation and Compensation. Version 3.2 (July 2016). Accessed September 15, 2017. https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_ttec_protocol_v3.2.pdf
   Google Scholar
• US Department of Education. 2015. Fundamental Change Innovation in America’s Schools under Race to the Top. Washington, DC: Department of Education. Accessed September 12, 2016. https://www2.ed.gov/programs/racetothetop/rttfinalrptfull.pdf
   Google Scholar
• Yeh, S. S. 2010. “The Cost Effectiveness of 22 Approaches for Raising Student Achievement.” Journal of Education Finance 36 (1): 38–75. doi:10.1353/jef.0.0029.
   Google Scholar
• Ypofanti, M., V. Zisi, N. Zourbanos, B. Mouchtouri, P. Tzanne, Y. Theodorakis, and G. Lyrakos. 2015. “Psychometric Properties of the International Personality Item Pool Big-Five Personality Questionnaire for the Greek Population.” Health Psychology Research 3 (2): 2206. doi:10.4081/hpr.2015.2206.
   PubMed Web of Science ®Google Scholar
• Zheng, L., L. R. Goldberg, Y. Zheng, Y. Zhao, Y. Tang, and L. Liu. 2008. “Reliability and Concurrent Validation of the IPIP Big-Five Factor Markers in China: Consistencies in Factor Structure between Internet-Obtained Heterosexual and Homosexual Samples.” Personality and Individual Differences 45 (7): 649–654. doi:10.1016/j.paid.2008.07.009.
   PubMed Web of Science ®Google Scholar