Abstract
Teacher effectiveness research has occupied a conspicuous place within the spectrum of scientific inquiry in education. Interest in the question of what distinguishes superior from inferior teachers has flourished since the early 1920s and by midcentury had stimulated an impressive number of studies (Domas & Tiedeman, 1950). The quest was rejuvenated in the 1950s with the formation of the AERA Committee on Criteria of Teacher Effectiveness
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