ERIC Number: ED365668
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Evaluating Teacher Effectiveness by Self-Assessment: A Cross-Cultural Study. Research Report 122.
The purpose of this study was to explore an American model (Harris 1986) of effective classroom teaching behaviors as a framework for teachers' professional growth. The particular focus was on the self-assessment component of the methods related to the model. An empirical approach was adopted, and comparative data were gathered from American and Finnish teachers using a common self-evaluation instrument. The study identified and analyzed cross-cultural differences and culture-specific behaviors. The analysis revealed that a complete fit between the model and the data could not be found. Discriminant analysis revealed interesting differences in the evaluation of teachers from different teaching traditions. The American teachers were found to be much more dynamic in their classroom behavior than their Finnish colleagues; Finnish teachers reflected their academic tradition well by giving much more emphasis to a "businesslike" type of behavior. The research is presented in eight chapters as follows: (1) Introduction; (2) Teachers' professional development; (3) The reform traditions; (4) Methods for helping teachers' professional growth; (5) The empirical framework; (6) Cross-cultural validity of the Harris model; (7) Dimensions of teacher classroom behavior; and (8) Discussions on methodology and conclusions. Appendixes provide a copy of the questionnaire in English and in Finnish, and computer listings for chapters 6 and 7. (Contains approximately 175 references.) (Author/LL)
Descriptors: Comparative Education, Cross Cultural Studies, Cultural Differences, Discriminant Analysis, Elementary School Teachers, Elementary Secondary Education, Evaluation Criteria, Factor Analysis, Faculty Development, Foreign Countries, Higher Education, Models, Secondary School Teachers, Self Evaluation (Individuals), Teacher Education, Teacher Effectiveness, Teacher Improvement
Department of Teacher Education, Research Reports, P.O. Box 38 (Ratakatu 6A) 00014 University of Helsinki, Helsinki, Finland.
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: Helsinki Univ., (Finland). Dept. of Teacher Education.
Identifiers: Finland; Indiana; Reform Efforts; Texas; United States
Note: Doctoral Dissertation, University of Helsinki, Finland.