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ERIC Number: ED103390
Record Type: RIE
Publication Date: 1975-Apr
Pages: 62
Abstractor: N/A
Reference Count: 0
Paradigms in Teacher Effectiveness Research.
Doyle, Walter
The interpretive review in this paper is directed toward a reformulation of teacher effectiveness questions. The analysis uses Kuhn's concept of paradigm to designate a framework which defines problems, methods, and solutions for a research community. The dominant process-pruduct paradigm in teacher effectiveness research is contrasted with two alternate approaches. A mediating process paradigm, derived from prose learning research, emphasizes the significance of student response variables as factors influencing learning outcomes. A "culture of the school" paradigm, emerging from naturalistic studies, stresses the development of student response mechanisms in reaction to the demands of the school environment. These response mechanisms appear to mediate teacher effects in part by reducing the significance of variations in teacher classroom behavior. Both alternate paradigms function as powerful tools for interpreting available data and for generating research hypotheses. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., April 1975)