ERIC Number: ED223585
Record Type: RIE
Publication Date: 1981-Oct
An Expanded View of the Student Outcomes That Are Built or Restrained by Teaching Processes and Structures.
Ward, Beatrice A.; And Others
Potential "indicators" of teaching effectiveness, taken from various studies of teaching, are discussed. It is assumed that the generally accepted goals of education are to enable students to learn, acquire basic skills, and develop skills and attitudes necessary for them to become employable adults. Criteria for selecting these indicators of teaching effectiveness are listed: (1) Indicators are affected by what a teacher does or does not do; (2) Indicators are observable within a relatively short time period in the actual teaching situation; (3) Indicators have a logical/theoretical link with students' acquisition of the general educational goals; and (4) Indicators accommodate individual differences among students and teachers. A discussion is presented of indicators that meet the criteria: (1) agreement between teacher intent and student understanding of what is to be learned/accomplished/produced; (2) congruence between schooling goals and the student participation requirements of the classroom; (3) use of time in the classroom; and (4) students' views of themselves and others. It is suggested that, if these indicators occur in an observable short time period of each classroom and if they accumulate over several years of schooling, students will have successful schooling experiences and will attain the general goals of education. Research findings from various studies of teaching are cited in discussing each of these indicators of teaching effectiveness. (JD)
Descriptors: Academic Achievement, Classroom Techniques, Educational Objectives, Elementary Secondary Education, Evaluation Criteria, Outcomes of Education, Predictor Variables, Self Concept, Student Participation, Student Teacher Relationship, Teacher Effectiveness, Teacher Evaluation, Time Factors (Learning)
Not available separately; see SP 021 345.
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Note: In: Defino, Maria E., Ed. and Carter, Heather, Ed. Changing Teacher Practices: Proceedings of a National Conference (Austin, TX, October 1981). Texas, Research and Development Center for Teacher Education, Feb 1982. p47-79.