ERIC Number: ED237461
Record Type: RIE
Publication Date: 1983
Reference Count: 0
The Context of Teaching and Learning: School Effects and Teacher Effects.
Edmonds, Ronald R.
This paper discusses the implications of research on effective schools and classrooms for teacher training programs. References to research focus on studies of schools and classrooms in which nearly all students demonstrated at least minimum mastery on standardized achievement tests of mathematics and reading. At issue are the questions of whether there are important pedagogical lessons to be learned from the descriptions and analyses of effective schools and classrooms, and whether these lessons have implications for the design of teacher training programs. The author attempts to explicate important elements of teacher training that ought to reflect lessons learned from research. More specifically, three contextual aspects (intellectual, psychometric, and organizational) of what is regarded by the author as essential knowledge for beginning educators are discussed. (JMK)
Descriptors: Academic Achievement, Beginning Teachers, Classroom Research, Disadvantaged Youth, Educational Testing, Expectation, Higher Education, Preservice Teacher Education, School Effectiveness, Teacher Attitudes, Teacher Education Programs, Teacher Effectiveness, Teacher Response
Not available separately, see SP 022 600.
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Smith, David C., Ed. Essential Knowledge for Beginning Educators. American Association of Colleges for Teacher Education, Washington, D.C., Dec 1983. p76-79.