Second Report of the Committee on Criteria of Teacher Effectiveness

Barr, A. S.; Bechdolt, Burley V.; Gage, N. L.; Orleans, Jacob S.; Pace, Nathan L.; Remmers, H. H.; Ryans, David G.

doi:10.1080/00220671.1953.10882066

Cited by 34 publications

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“…The evidence concerning the value of homework assignments is scanty. 7. The evidence does not indicate that tests have any lasting beneficial effect upon achievement.…”

Section: The Importance Of the Teachermentioning

confidence: 91%

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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“…The evidence concerning the value of homework assignments is scanty. 7. The evidence does not indicate that tests have any lasting beneficial effect upon achievement.…”

Section: The Importance Of the Teachermentioning

confidence: 91%

The Science of Teaching: 1900-1955

Dodes

1957

The bulletin of the National Association of Secondary School Pr

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“…Though interest in what makes some teachers differentially effective can be traced back as far as the 1920s (Domas and Tiedman, 1950), the origins of this research paradigm are primarily associated with the formation of the AERA Committee on Criteria of Teacher Effectiveness (Barr et al, 1952;1953) and the subsequent publication by Gage (1963). These events revitalised researchers' interest in teacher effectiveness and emphasised that teaching activities should be related to learning gains (Doyle, 1977).…”

Section: The Psychological Perspectivementioning

confidence: 99%

Is Progress 8 a valid and reliable measure of school effectiveness?

Ledger¹

2022

Making Your Doctoral Research Project Ambitious

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Policy-makers, school leaders, parents and citizens want to know whether schools are doing their job well, and whether particular schools or types of schools are doing that job particularly well. Insofar a s the job is defined in terms of pupil attainment in public examinations, value added models are currently preferred. However, both the validity and reliability of value added models have been questioned and the debates about their fairness remain unresolved. One of the major problems for value added models is that while raw-scores for each school are reasonably stable over time the value added scores based on them are more volatile. This instability does not prove that there is a problem with the measures, but it is how construct irrelevant variance would manifest. This thesis addressed these concerns by scrutinising the validity of Progress 8, the Department for Education's headline indicator of school performance in England. More specifically, it investig ates whether the differences between schools' annual performance ratings and the change in schools' ratings over time can be explained by the kinds of factors that educational effectiveness is usually attributed to and perhaps more importantly, whether these factors are under the control of schools. The results show two things. First, that the Progress 8 scores are biased by external variables such as the differences in schools' intake and examination entries. This is profoundly unfair and is likely to mea n that the wrong schools are identified as differentially effective. And second, that even school leaders with expert knowledge of their institutions, access to students' performance data and the previous year's attainment averages cannot make reliable predictions about schools' value-added results. This outcome invalidates the notion that parents can use Progress 8 outputs as a means of making informed decisions about the effect of their child attending one school over another. The percentage of students entering the English BaccalaureateThis indicator assesses the curriculum that students study. It represents the percentage of students entered for GCSE qualifications in maths, English Language and literature, two science qualifications, the humanities and a modern foreign language.

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“…Dentre os critérios estabelecidos pelo comitê, destacamos a utilização das teorias da psicologia para explicar/construir a eficiência pedagógica do professor. A partir daquele momento, uma série de estudos passou a abordar a eficiência da atuação do professor na produção de comportamentos desejados para os estudantes (BARR, 1953 ARTIGO con laboratorio experimental, é apresentado pelos autores como "destinado aos docentes do ensino primário e secundário -diplomados ou não -apresenta um enfoque ativo do aperfeiçoamento docente", para ser utilizado como "um guia em suas experiências pedagógicas e esforços de aperfeiçoamento profissional". O foco dessa obra está na avaliação da prática pedagógica do professor com vistas a aperfeiçoar o seu desempenho.…”

Section: Apropriações Do Behaviorismo Para Pensar a Educação: A Perspunclassified

Ensaio sobre o comportamento

Neves

Krüger

Frison

2019

ETD - Educ. temat. digit.

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Este ensaio, de natureza teórica, revisita conceitos formulados por destacados pesquisadores vinculados aos estudos sobre o comportamento: Ivan Pavlov, John Watson e Burrhus Frederic Skinner. Transitamos pelo estudo do comportamento de base científica, filosófica e, com especial destaque, adentramos na relação comportamento e educação. Ao revisitarmos as concepções do referidos os autores, refletimos sobre as apropriações e transferências que foram realizadas entre o que foi produzido no terreno do comportamentalismo e o que foi vivenciado como abordagem comportamentalista da educação. O ensaio mostra como a produção teórica sobre o comportamento constituiu justificativa para a tendência tecnicista, que vivenciou o seu auge em território brasileiro nas décadas de 1960 e 1970. Não obstante dos fins educacionais vivenciados na referida época, o ensaio aponta as contribuições atemporais dos autores citados e daquilo que produziu e permanece produzindo formas de conhecer o humano, as suas interações e as ações no e com o mundo.

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Second Report of the Committee on Criteria of Teacher Effectiveness

Cited by 34 publications

References 0 publications

The Science of Teaching: 1900-1955

The Science of Teaching: 1900-1955

Is Progress 8 a valid and reliable measure of school effectiveness?

Ensaio sobre o comportamento

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