PROBLEMS OF DEFINING AND ASSESSING TEACHER EFFECTIVENESS

Abstract

Educational TheoryVolume 3, Issue 3 p. 212-219 PROBLEMS OF DEFINING AND ASSESSING TEACHER EFFECTIVENESS William Rabinowitz, William Rabinowitz Lecturer in Education and ROBERT M. W. TRAVERS is Chief, Aptitude Measurement Division, Lackland Air Base, San Antonio, Texas. In this article they point to the sizeable literature on determining teacher effectiveness and examine several gross, recurrent dilemmas Which characterize most past studies. They suggest that more valuable studies can probably be made through deliberately setting up artificially simplified teaching situations for controlled experimentation.Search for more papers by this authorRobert M. W. Travers, Robert M. W. Travers Lecturer in Education and ROBERT M. W. TRAVERS is Chief, Aptitude Measurement Division, Lackland Air Base, San Antonio, Texas. In this article they point to the sizeable literature on determining teacher effectiveness and examine several gross, recurrent dilemmas Which characterize most past studies. They suggest that more valuable studies can probably be made through deliberately setting up artificially simplified teaching situations for controlled experimentation.Search for more papers by this author William Rabinowitz, William Rabinowitz Lecturer in Education and ROBERT M. W. TRAVERS is Chief, Aptitude Measurement Division, Lackland Air Base, San Antonio, Texas. In this article they point to the sizeable literature on determining teacher effectiveness and examine several gross, recurrent dilemmas Which characterize most past studies. They suggest that more valuable studies can probably be made through deliberately setting up artificially simplified teaching situations for controlled experimentation.Search for more papers by this authorRobert M. W. Travers, Robert M. W. Travers Lecturer in Education and ROBERT M. W. TRAVERS is Chief, Aptitude Measurement Division, Lackland Air Base, San Antonio, Texas. In this article they point to the sizeable literature on determining teacher effectiveness and examine several gross, recurrent dilemmas Which characterize most past studies. They suggest that more valuable studies can probably be made through deliberately setting up artificially simplified teaching situations for controlled experimentation.Search for more papers by this author First published: JULY 1953 https://doi.org/10.1111/j.1741-5446.1953.tb01052.xCitations: 15Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume3, Issue3JULY 1953Pages 212-219 RelatedInformation