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ERIC Number: ED040253
Record Type: RIE
Publication Date: 1970-Feb
Pages: 28
Abstractor: N/A
Reference Count: 0
Do Teachers Make a Difference?
Mood, Alexander M.
The collection and analysis of data concerning teacher effectiveness will continue to be of very limited use to teachers and administrators until our models of the educational process become much more sophisticated. Teacher performance indicators appear more relevant for judging teacher effectiveness than certification, education, and experience. Teacher effects may well be seriously underestimated if achievement data are first calibrated for student socioeconomic status, as the present rudimentary state of our quantitative models does not permit us to disentangle the effects of home, school, and peers on students' achievement. Although many investigators believe that teachers may be the most important factor in educational achievement for most children, that belief rests largely on judgment and does not give us any clue as to how it operates. Without that, it is not of much use for policy formulation or administrative practice. We absolutely must pin down the connections between the inputs and the outputs of education; without that kind of theoretical structure we can flounder indefinitely in our efforts to improve the process. (Author/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at a conference sponsored by the Office of Education, Bureau of Educational Professions Development, February 1970