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ERIC Number: ED039197
Record Type: RIE
Publication Date: 1969-Dec
Pages: 136
Abstractor: N/A
Reference Count: 0
Identifying Effective Teaching Behaviors.
Hoyt, Donald P.
This report deals with an evaluation experiment which attempted to discover the relationship between specific types of teacher behavior and success in teaching as shown by student progress in relation to defined objectives. In 708 undergraduate classes at Kansas State University, students rated their progress in gaining factual knowledge, learning fundamental principles, applying principles to practical problems, understanding themselves, learning professional attitudes and behavior, developing skill in communication, discovering implications of the course for personal and professional conduct, and developing greater cultural understanding and appreciation. Fifty-eight items were used to evaluate teacher behavior and effectiveness, and chi-square analyses were performed on each item to determine significant differences between small, medium, and large classes. The findings indicated that at least 16 items appeared to be required in effective teaching, although they differed according to the size of class and type of objective. Broader application of this method of teacher evaluation is recommended by making the materials and computer programs available to other institutions. The results of the experiment are fully set out and discussed and appendixes give tables of norms and item analysis, as well as samples of the Faculty Information Form, test instrument, and the computer report to faculty members. (MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Kansas State Univ., Manhattan.