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ERIC Number: EJ899355
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0749-4025
Advances in Teacher Effectiveness Research
Brophy, Jere E.
Journal of Classroom Interaction, v45 n1 p17-24 2010
Classroom research on process-outcome relationships had burgeoned in recent years, revealing notable methodological advances and sensible, replicated findings. The studies of the early 1970s supporting direct instruction as particularly effective for producing achievement in basic skills in the early grades have been replicated and extended to junior high and high school, and experimental studies designed to test causal hypotheses derived from earlier correlational work have begun to appear. As a result, the goal of providing a scientific basis for teacher education is finally being realized. [This article was originally published in "Journal of Classroom Interaction," v15 n1 1979.]
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A