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• W277253673 abstract "in the early years of a pupil s school life, the teacher findings is the point of contact between the pupil and the m, . , r ,, , , r,TM ,, r , , The vel'y study of the problem (kratz, 1896) set entire educational enterprise; all of the money and . . , ., , . . ,. . . . ,.rr rr , . , . ,1,1 out t° describe the characteristics which differenti ettort expended on education must be channeled . , £r . £ , rr ,• . , , , , . r i , , i atecl more ettective teachers from less effective ones, through the behavior of the teacher m order to reach „ . . , r ,. , „. , , r i i lechniques tor the measurement of mental abilities, the learner, bince so large a share of the day-to-day t ^ , . , ... r , , , , . , personality traits, attitudes, and the like were vir cost of education is personnel cost, the best hope for , ■ ,, . , . r, .. .. . . . tually non-existent in those days; early researchers improvement in cost effectiveness lies in improving r . , ., , , ., r, . . ^ rr ^ r .i . i therefore asked pupils to describe effective teachers the effectiveness of the teacher. , , , m, , . , . . r ■ ■ . they had known, lhe research process consisted I here are two important ways of improving the .. ,, „ .. , . , , rr .. r . „ . , . . . essentially m collating and comparing such descnp ettectiveness of teachers. One is by changing teacher .. , . , , , , . ,, r r . . . ,. . . , . , , tions, and the end product took the form of a list evaluation, and the other is by changing teacher edu, ., „ ., , , x ^ , rr ,. ... ,. . . of traits attributed to teachers regarded as effective, cation. Changes in either can result in improvement ,. , , , , , , ,r n . • r ■ i i By 19,30, the teacher rating scale had come into onlv it they reflect accurate information about how , , ., , , . r rr .■ i , rr r widespread use as a device tor evaluating teachers, the behavior of more effective teachers differs from , „ , „ ,,,, A c i rr .■ , and Barr and kmans (1930, p.60-64) were able to that ot less ettective ones. The only reliable source , , , r ,, , . . . r. . . r i, . r .. i , . , rr locate and analyze 209 ot them to derive a definitive ot such information is sound research in teacher effeei i i i i i list ot what educational leaders regarded as charac tiveness. . . r rr , ° r . . r , . i rr tenstics ot effective teachers. In the past, the impact ot research in teacher eftec. , „ , , ... ^ , , .. , . . . It is important to realize that all of these lists char tiveness on either enterprise has been slight. This is , , , rr . , . r ., r . ,. . , actenzed teachers perceived as ettective. In no m m part due to a failure ot communication, in part . ; ,, , , , , , ., . . j . i i -ic u stance was any evidence adduced to show that teach to the inconsistency and incomprehensibility of most . . .. r .. , rj. ers possessing these characteristics were actually more ot the research findings. ^ 1 m, i. . , f „ h i • . effective in promoting pupil achievement of any of The discussion to follow will begin with an attempt , , , ° 'L/ ,. • , j .* . .. . , the goals ot education, that is, the lists were never to ascertain why this communication gap exists. °" @default.
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• W277253673 date "1978-01-01" @default.
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• W277253673 title "Research in Teacher Effectiveness--Where It Is and How It Got Here." @default.
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