Advances in Teacher Effectiveness Research
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| Title: | Advances in Teacher Effectiveness Research |
|---|---|
| Language: | English |
| Authors: | Brophy, Jere E. |
| Source: | Journal of Classroom Interaction. 2010 45(1):17-24. |
| Availability: | University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/ |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 8 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Junior High Schools |
| Descriptors: | Teacher Effectiveness, Classroom Research, Basic Skills, Direct Instruction, Academic Achievement, Teacher Education, Junior High Schools, High Schools, Classroom Techniques |
| ISSN: | 0749-4025 |
| Abstract: | 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.] |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2010 |
| Access URL: | https://www.jciuh.org/issues/vol45no1.htm |
| Accession Number: | EJ899355 |
| Database: | ERIC |
| Abstract: | 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.] |
|---|---|
| ISSN: | 0749-4025 |
