ERIC Number: ED191359
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
A Multidimensional Study of Effective Teachers.
Tracy, D. B.; Tollefson, Nona
Teaching behaviors of university faculty nominated for and receiving teaching awards were studied through teacher self-report, student ratings, and videotapes of classes. Thirty outstanding teachers of a midwestern university were randomly selected from a larger group who had been selected for major teaching awards. A behavioral rating scale was used to collect student descriptions of the teaching behaviors of the outstanding teacher sample, and structured interviews investigated teacher attitudes about teaching behaviors, and demographic information. Observational data revealed a similar pattern of strengths as did the student rating data. Findings indicated that the effective teacher sample were experienced and competent teachers. A majority of the faculty reported that subject matter expertise explained their effectiveness as teachers, and student ratings concurred in this evaluation. Personal-social variables were also cited by both samples as explanatory variables for teacher effectiveness. Teachers viewed teaching as important and agreed that the goal of teaching was to actively involve students in the learning process. The effective teacher sample respected students and communicated to them their willingness to assist them in learning. Additionally, the effective teachers placed heavy work demands upon students. (SW)
Descriptors: Behavior Rating Scales, College Faculty, College Instruction, Faculty Evaluation, Higher Education, Knowledge Level, Self Evaluation (Groups), Student Evaluation of Teacher Performance, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Characteristics, Teacher Effectiveness, Teacher Role, Teaching Methods, Videotape Recordings
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Kansas Univ., Lawrence. General Research Fund.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 1979).