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ERIC Number: ED268150
Record Type: RIE
Publication Date: 1986
Pages: 24
Abstractor: N/A
Reference Count: 0
Teaching and Research: Independent, Parallel, Unequal.
White, Arden
Empirical findings from reports appearing between 1949 and 1984 were studied to determine (1) whether research activities contribute to perceived effectiveness of classroom teaching and (2) to what extent good teaching and scholarly productivity contribute to salary improvements. Based on previous content analyses found in the literature search, a content analysis of the interpretation of findings was completed. Results indicated that predictability of perceived teaching effectiveness from a knowledge of scholarly activity is so small as to be useless in making individual decisions. In the settings studied, research productivity is a greater contribution to salary than is teaching effectiveness. While research activity does not appear to be a generally valid index of teaching effectiveness, publications generally do have a much larger influence on salary experience than does teaching. The paper concludes that making the rewards for effective teaching both convincingly greater and more directly apparent to prospective faculty apparently will be necessary if people are to be induced to attend directly to developing teaching as a marketable knowledge and skill. Presently, however, teaching adequately is necessary, but early publication success will have the most influence on salary advances in most institutional settings. (PN)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A