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Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.

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Title: Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.
Authors: Brophy, Jere E., Evertson, Carolyn M., Texas Univ., Austin. Research and Development Center for Teacher Education.
Peer Reviewed: N
Page Count: 32
Publication Date: 1975
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Document Type: Speeches/Meeting Papers
Descriptors: Child Development, Cognitive Development, Curriculum Development, Educational Philosophy, Elementary Education, Social Class, Teacher Characteristics, Teacher Education, Teacher Effectiveness, Teaching Methods, Teaching Styles
Abstract: This paper presents some of the major findings of the Texas Teacher Effectiveness Study, an investigation of the teacher characteristics that correlate with ability to produce student learning gain. In addition to general information about the study and its findings, specific attention is drawn to contrasts between optimal behavior in low SES and high SES schools, and contrasts between findings expected on the basis of previous theory and research and findings which failed to confirm expectations or even contradicted them. Analysis of these two sets of contrasts suggests an interpretation based upon considerations drawn from developmental psychology (particularly the distinction between Piaget's preoperational stage versus his concrete operational stage) and from an analysis of differences between the teaching-learning situation in grades 1-3 versus the teaching-learning situation in later grades. The data and these interpretations suggest several implications for how the act of teaching should be conceptualized and how future teachers should be educated. Some of these implications conflict with popular theories and beliefs concerning the nature of effective teaching, the structure of teacher education programs, and the implications of research on cognitive development for curriculum and methods in the early elementary grades. (Author)
Entry Date: 1976
Accession Number: ED118257
Database: ERIC
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  Data: Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Brophy%2C+Jere+E%2E%22">Brophy, Jere E.</searchLink><br /><searchLink fieldCode="AR" term="%22Evertson%2C+Carolyn+M%2E%22">Evertson, Carolyn M.</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+Univ%2E%2C+Austin%2E+Research+and+Development+Center+for+Teacher+Education%2E%22">Texas Univ., Austin. Research and Development Center for Teacher Education.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 32
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1975
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  Label: Sponsoring Agency
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  Data: National Inst. of Education (DHEW), Washington, DC.
– Name: TypeDocument
  Label: Document Type
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  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper presents some of the major findings of the Texas Teacher Effectiveness Study, an investigation of the teacher characteristics that correlate with ability to produce student learning gain. In addition to general information about the study and its findings, specific attention is drawn to contrasts between optimal behavior in low SES and high SES schools, and contrasts between findings expected on the basis of previous theory and research and findings which failed to confirm expectations or even contradicted them. Analysis of these two sets of contrasts suggests an interpretation based upon considerations drawn from developmental psychology (particularly the distinction between Piaget's preoperational stage versus his concrete operational stage) and from an analysis of differences between the teaching-learning situation in grades 1-3 versus the teaching-learning situation in later grades. The data and these interpretations suggest several implications for how the act of teaching should be conceptualized and how future teachers should be educated. Some of these implications conflict with popular theories and beliefs concerning the nature of effective teaching, the structure of teacher education programs, and the implications of research on cognitive development for curriculum and methods in the early elementary grades. (Author)
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  Label: Entry Date
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  Data: 1976
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  Label: Accession Number
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  Data: ED118257
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      Pagination:
        PageCount: 32
    Subjects:
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Philosophy
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Social Class
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
    Titles:
      – TitleFull: Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.
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            NameFull: Texas Univ., Austin. Research and Development Center for Teacher Education.
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          Name:
            NameFull: Brophy, Jere E.
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            NameFull: Evertson, Carolyn M.
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              M: 08
              Type: published
              Y: 1975
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