Quality of teaching receives global attention for a long time and many scholars try to interpret its contribution to student achievement. This paper presents the results of a meta-analysis of teacher effectiveness studies conducted during the last two decades from a variation of countries investigating the impact of domain and generic teaching practices on student achievement. Two recent meta-analyses (Kyriakides, Christoforou, & Charalambous, 2013; Scheerens, 2016) revealed that specific generic teaching practices like management of time, structuring, and modeling are associated with student learning outcomes. On the other hand, scholars such as Shulman’s (1986) and Schwab’s (1978) plea to attend to the subject matter itself, as another growing body of literature has focused on the impact of domain-specific practices on student learning outcomes. A meta-analysis from Seidel and Shavelson in 2007 revealed that domain-specific teaching practices can also explain variation in student learning outcomes. Taking into consideration these two different approaches to effective teaching, a systematic literature review will be conducted trying to investigate the impact of both the generic and domain-specific teaching practices on student outcomes and search for their relationships in an attempt to propose a comprehensive framework of quality of teaching. Although, EER has mainly focused on factors associated with the quality dimension of effectiveness, this meta-analysis aims to identify teaching factors that may contribute in promoting equity in education. For this reason, this paper also aims to identify studies searching for the extent to which teaching factors may explain variation in the effect sizes of background factors on student achievement. Thus, implications of the findings of this meta-analysis for promoting quality and equity will be drawn. The study aims to use multi-level modeling techniques, which enable us to distinguish factors that may explain variation in observed effect sizes for each of the teacher-level factors.

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