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ERIC Number: ED034735
Record Type: RIE
Publication Date: 1969-Mar-18
Pages: 24
Abstractor: N/A
Reference Count: 0
Increasing Teacher Effectiveness Through Better Use of Scientific Knowledge.
Ward, William T.
The major emphasis of this paper (a summary of the results and implications of recent research into the nature of the teaching process) is the relationship between teacher behavior patterns and teacher effectiveness. The underlying thesis is that application of the scientifically supported systems approach to teacher training can yield (and has yielded) significant improvement in teacher effectiveness (i.e., "the ability to create the classroom conditions considered essential for attainment of multiple educational objectives.") Among the concepts and teaching strategies which the author defines, summarizes, and examines in terms of his thesis are those related to: (1) inquiry ("an attitude toward learning and a philosophy of education"); (2) productive thinking (Questioning strategies); (3) guided learning (emphasis on the particular nature of the learner and the learning task); (4) creativity (supportive materials and approaches); (5) interpersonal relations (sensitivity training); (6) clinical supervision (interaction analysis systems); and (7) academic achievement (the positive effect of these strategies on pupil growth). The paper presents a rationale and model for preservice and inservice teacher training based on those systems or strategies "for which there is either empirical evidence, or apparently sound theory, or both." (ES)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Address given to National Federation for Improvement of Rural Education, Denver, Colorado, March 18, 1969