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ERIC Number: ED032928
Record Type: RIE
Publication Date: 1969
Pages: 27
Abstractor: N/A
Reference Count: 0
Some Parameters of Teacher Effectiveness as Assessed by an Ecological Approach.
Scott, Myrtle
DARCEE Papers and Reports (George Peabody Coll. for Teachers), v3 n3 1969
To identify parameters of teacher effectiveness, this study uses an ecological approach. Since setting, which includes not only physical surroundings but also the dynamic of activity, has a coercive effect on behavior, a teacher's ability to establish appropriate settings should be an accurate measure of effectiveness. Five head teachers in a project for disadvantaged 5-year-olds who were rated by supervisors at either extreme of effectiveness were selected for observation of their behavior. Complex, in-depth observations, based on behavioral episodes, were made of each teacher in the settings of "Morning Greeting" and "Large Group Activity." These observations were analyzed on a structural and quantitative basis involving 16 factors governing a behavioral episode. While the nature of the resulting data made statistical analysis inappropriate, several major trends were recorded. Those teachers rated effective maintained a smoother continuity to their activities, ended more episodes with the attainment of goals, and showed more positive and less negative emotions than their poorly rated counterparts. The effective teachers were more directly involved, more spontaneous, and more in control of situations. (MH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Authoring Institution: Illinois Univ., Urbana, National Lab. on Early Childhood Education.; George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education.
Identifiers: N/A