Quantitative Rorschach Factors in the Evaluation of Teacher Effectiveness

Cooper, James G.; Lewis, Roland B.

doi:10.1080/00220671.1951.10881907

Cited by 11 publications

(2 citation statements)

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“…Many experiments on so-called &dquo;teaching effectiveness&dquo; are performed with home-made scales, scales published by &dquo;experts,&dquo; administrative ratings, supervisory ratings, peer ratings, children's ratings, personality tests, etc. Using a scale, one experiment (11) concluded that there was a fairly high negative correlation between &dquo;teaching effectiveness&dquo; and the teacher's participation in community activities, whereas another (58, p. 129) concludes that &dquo;The use of instruments and techniques in the area of social competency with its aspects of group acceptance, group structures, group interaction, and individual social adjustment would appear to have proven fruitful in the search for more adequate criteria of teaching success.&dquo; Gage and Suci (32), using both printed and home-made scales, found that the teachers who &dquo;understood&dquo; their pupils were liked better, whereas Cooper and Lewis (18), using the Rorschach test which presumably measures the &dquo;whole teacher,&dquo; were unable to differentiate between the liked teachers and the less-liked.…”

Section: The Importance Of the Teachermentioning

confidence: 96%

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The Science of Teaching: 1900-1955

Dodes

1957

The bulletin of the National Association of Secondary School Pr

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AS EDUCATION struggles to approach the status of a science, it is natural that inquiries should be directed into those configurations which may bring about successful teaching-and-learning situations. Almost every educational philosopher has his own cluster of fads, fancies, and facts concerning good teaching. The teacher, the parent, and the , pupil are often very practical in their criterion: if the pupil has learned well, then the teacher has taught well. Barr et al. (7, p. 642) says that &dquo;The ultimate criteria of teacher effectiveness are posited to be in terms of changes in pupil behavior, changes in the operation of the school, or changes in the community in its relation to the school. Conceivably, the changes may be more significant as criteria long after formal schooling has ceased than at the time of the teacher's performance. Realistically, it seems necessary to assume that changes at the time the pupil is under the teacher's influence are sufficient to serve at least as a first approximation in evaluating teacher effectiveness.&dquo; Actually, parents, teachers, and pupils are ordinarily more concerned with actual achievement than with so-called &dquo;other values&dquo; of education. On the other hand, it is not uncommon for a pedagogue to claim that a certain course or method is &dquo;good for the whole child&dquo; because it induces certain intangible attitudes, appreciations, or interests-even though there is no measurable gain in achievement. &dquo;Johnny can't get the right answer when he adds, but he appreciates the importance of addition and he understands the process.&dquo; A fine study by Buswell (14) , using 358 fifth-grade students and 286 kindergarteners concluded (p. 51) : &dquo;... it may be said that in general those who are succeeding in their school work will also be succeeding in their social relationships with their peers.&dquo; It may be that further experimentation will eventually show that not only social competence, but also the desired &dquo;other values,&dquo; come along with achievement (rather than the other way around) .The purposes of this study are : (1) to review the small amount of truly scientific work, 1900-1955, which bear upon pupil achievement, and (2) to suggest measures for solidifying the background of pedagogical knowledge. at SEIR on March 29, 2015 bul.sagepub.com Downloaded from 98 I. THE RESULTS OF SPECIFIC EXPERIMENTATION The experiments to be described have been separated, arbitrarily, into seven categories for the purpose of discussion: (1) the Organization of Instruction;(2) the Framework of Instruction; (3) apperceptive and Motivating Devices; (4) specific Classroom Practices; (5) the Homework Assignment; (6) tests as Teaching Devices; and (7) the Importance of the Teacher. Almost all of the experimental work to be cited was done in secondary schools. Many dealt with mathematics, where the measurement of pupil achievement is fairly reliable, but experiments from all secondary-school areas were examined. These selected experiments have, in the main,...

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Section: The Importance Of the Teachermentioning

confidence: 96%

“…The Michigan Education Association, in response to inquiries and requests, has republished a series of ten articles that appeared in the Detroit News (January [17][18][19][20][21][22][23][24][25][26][27]1956). The series offers a comprehensive evaluation of the public school situation in Michigan.…”

Section: Crisis Hovers Over Schoolsmentioning

confidence: 99%