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Morgan, Grant B.; Hodge, Kari J.; Trepinski, Tonya M.; Anderson, Lorin W. – Education Policy Analysis Archives, 2014
The last five to ten years has seen a renewed interest in the stability of teacher behavior and effectiveness. Data on teacher performance and teacher effectiveness are being used increasingly as the basis for decisions about continued employment, tenure and promotion, and financial bonuses. The purpose of this study is to explore the stability of…
Descriptors: Teacher Effectiveness, Teacher Behavior, Merit Pay, Teacher Evaluation
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Anderson, Lorin W. – Studies in Educational Evaluation, 2007
Educators, practitioners, and policy makers have long debated the impact of the results of evaluation studies on educational practice. If evaluation is to influence practice, the communication gap between researchers and decision makers must be reduced or eliminated. In order to close this gap, evaluators must become educators, working with a…
Descriptors: Teacher Role, Evaluators, Educational Practices, Audiences
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Anderson, Lorin W. – Studies in Educational Evaluation, 2005
For five years, from 1995 until 2000, a group of eight educators and researchers met twice annually in Syracuse, NY, for the purpose of revising Bloom's Taxonomy. Based in part on the structure of educational objectives, in part on advances in cognitive psychology, and in part on numerous other attempts to classify educational objectives that were…
Descriptors: Educational Objectives, Cognitive Psychology, Curriculum Development, Educational Improvement
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Anderson, Lorin W. – Theory into Practice, 2002
Examines key differences among content coverage, opportunity to learn, and curriculum alignment, suggesting that the revised Taxonomy provides a framework for analyzing curriculum alignment and illustrating how the Taxonomy Table can be used to estimate curriculum alignment. The paper notes that the revised Taxonomy enables educators to probe…
Descriptors: Academic Standards, Curriculum Development, Elementary Secondary Education, Higher Education
Anderson, Lorin – School Administrator, 1983
The allocation and use of time are considered important in the context of learning because time can be manipulated, measured, and applied to the design of instructional programs. After a clarification of terminology, an overview of current research on time is offered and policy recommendations discussed. (MJL)
Descriptors: Educational Improvement, Elementary Secondary Education, Learning, Student Behavior
Anderson, Lorin W., Ed. – 1995
This 140-article encycolpedia is intended for those who wish to obtain an overview of a specific area of education in a fairly short period of time. Members of this audience include: graduate students, university professors working outside their area of expertise, and classroom teachers searching for a body of knowledge to inform, guide and/or…
Descriptors: Classroom Environment, Classroom Techniques, Educational Objectives, Educational Practices
Anderson, Lorin W. – 1991
Research on increasing teacher effectiveness is presented in this book. Chapter 1 outlines a framework for investigating and understanding teacher effectiveness, with attention to the following components: teacher and student characteristics; curriculum; classroom environment and management; teaching; and learning. Chapter 2 describes the two…
Descriptors: Change Strategies, Classroom Environment, Classroom Techniques, Educational Planning
Anderson, Lorin W. – Curriculum Report, 1986
This report focuses on current attempts by researchers to examine teacher effectiveness through the "task hypothesis," which asserts that effective teachers accomplish a large and diverse set of tasks--or discrete, goal-oriented units of work--in their classroom. After an introductory critique of past efforts to assess teacher "traits" or…
Descriptors: Classroom Techniques, Educational Strategies, Elementary Secondary Education, Research Utilization
Anderson, Lorin W. – 1985
This paper argues that schools need to help students acquire knowledge and skills for two purposes: (1) to function effectively in a variety of contexts (including work) as they presently exist, and (2) to adapt to changing situations in the future. Effective functioning in the present requires a common body of knowledge, including mathematics,…
Descriptors: Education Work Relationship, Educational Needs, Educational Objectives, Educational Philosophy
Anderson, Lorin W. – 1982
This seminar overview presents a summary of widely accepted findings by researchers on the qualities, behaviors, and characteristics of effective teachers. As defined in this paper, an effective teacher is one who can engage students in the learning processes, minimize disruptive behavior, and produce desired learning in a large number of…
Descriptors: Classroom Environment, Classroom Research, Classroom Techniques, Elementary Secondary Education
Anderson, Lorin; And Others – 1977
The present study focuses on two major questions. First, how often are potentially reinforcing behaviors emitted by teachers in naturally occurring classrooms? Second, what is the relationship between the display of potentially reinforcing behaviors by the teacher and the task-orientation of randomly selected students in the classrooms. Students…
Descriptors: Behavioral Science Research, Classroom Observation Techniques, Junior High Schools, Nonverbal Communication
Anderson, Lorin W.
The importance of appropriate task relevant behaviors as a necessary condition for school learning has long been noted. This paper suggests a multiple measure of one set of student classroom behaviors, presents a brief theoretical basis for the measure, provides some empirical support for the use of the measure, and indicates some educational…
Descriptors: Academic Achievement, Attention Control, Classroom Observation Techniques, Classroom Research
Anderson, Lorin W. – 1975
The purpose of the study was to investigate the magnitude of individual differences in time-to-criterion and the stability of these differences. Time-to-criterion was defined in two ways: the amount of elapsed time required to attain the criterion level and the amount of on-task time required to attain the criterion level. Ninety students were…
Descriptors: Individual Differences, Instructional Design, Junior High School Students, Learning Processes
Anderson, Lorin W. – 1975
Mastery learning can be described as a set of group-based, individualized, teaching and learning strategies based on the premise that virtually all students can and will, in time, learn what the school has to teach. Inherent in this description are assumptions concerning the nature of schools, classroom instruction, and learners. According to the…
Descriptors: Educational Philosophy, Educational Practices, Elementary Secondary Education, Group Instruction
Anderson, Lorin W. – 1975
The purpose of the study was to examine test bias and the "non-effects" of schooling. Teachers were given a list of words selected from standardized vocabulary tests and asked to indicate the words they had taught. The words were classified by the grade level at which they were first introduced. Ninety-five third-grade students in four schools…
Descriptors: Academic Achievement, Achievement Tests, Culture Fair Tests, Elementary Education
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