ERIC Number: ED114261
Record Type: RIE
Publication Date: 1975-Mar
Reference Count: 0
A Status Report on the Study of Teacher Effectiveness.
Berliner, David C.
This report discusses the fact that many educators are committed to competency based teacher education and teacher accountability systems in spite of the lack of empirical evidence linking teacher behavior to student outcomes in the classroom. Some of the difficulties associated with research in this area are identified as problems in instrumentation, methodology, and statistics. Specific problem areas include the inadequacy of standardized tests, the unknown predictive ability of tests from special teaching units, the problem of building multivariate outcome measures, the problem of measuring the appropriateness of teacher behavior, the lack of experience in choosing an appropriate unit of analysis for describing teacher behavior, and the lack of stability of many teacher behaviors. Further research is recommended on how student backgrounds affect measures of teacher effectiveness, what subject matters should be examined, how normative standards and volunteer teachers affect what we can say about teachers and teaching, how individual students react to teaching skills, how students monitor and interpret a teacher's behavior in ways which may or may not coincide with how educational theorists interpret the phenomenon, and studies on the validity and generalizability of measures of teacher effectiveness. (Author/MLH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
Note: Occasional Paper Series