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ERIC Number: ED075478
Record Type: RIE
Publication Date: 1972
Pages: 13
Abstractor: N/A
Reference Count: N/A
A Brief Overview of Research on Teacher Effectiveness and the Relevancy of Educational Psychology.
Ellett, Chad D.
One of the major problems in assessing teacher effectiveness has been defining criteria for good teaching. There is as yet little conclusive evidence as to the nature and means of identifying teacher competence. The types of teacher effectiveness evaluations are: (1) studies based on expert opinion and consensus of judges; (2) studies using school grades, practice teaching grades, and ratings of student teaching; (3) studies using supervisory inservice ratings, self-ratings, and ratings by fellow teachers; (4) studies using pupil opinion and reaction; and (5) studies using measured pupil change--accepted as the ultimate criterion of teacher effectiveness. Teacher preparation, rather than providing the knowledge that can result in significant pupil change, is means-oriented. Teacher educators have recently begun trying to change curriculum and orientation in response to growing criticism of teacher preparation. Since there is no evidence from research that the study of educational psychology improves teaching, justification for inclusion of the subject rests on two premises: (1) that the nature of classroom learning and factors influencing it can be identified; and (2) that such knowledge can be transmitted to prospective teachers. Learning theory has failed to provide a relevant basis for teaching practice; more applied research is needed here. The failure of educational psychology to respond to crucial issues has forced teachers to rely on tradition or on trial and error. (For related documents, see TM 002 548-555, 557-559.) (KM)
Not available separately; see TM 002 548
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 Doctoral Seminar, University of Georgia, Fall 1971