Ineffective Teachers Research Articles

Structured self-anchoring scale for study of perceptions of teaching effectiveness.

A structured self-anchoring scale for measuring perceptions of teaching effectiveness was constructed by providing Ss with checklists consisting of effective or ineffective teacher behaviors. The scale was administered twice to 170 elementary and secondary teachers. The scale as a whole was relatively reliable and practical. With minor modifications, the scale may be used in research to assess perceptions of teaching effectiveness.

A Case against a Case against Behavioral Objectives

provement of instruction? In answering this question let us state some basic assumptions: 1. Teaching has intent, that is, it is goal oriented. 2. Intent is a necessary but not sufficient condition for learning. The most honorably intentioned teachers have often been ineffective teachers. Indeed, one wonders whether any teacher would admit that she was not well intentioned. 3. There is a relationship between teaching and learning. The teacher's actions affect pupils' performance. 4. There should be some means of evaluating the success of teaching activity so that one can measure how well intentions have been translated

Biographical Factors and Teacher Effectiveness

This study attempted to detemine whether biographical factors might be identified which would distinguish between teachers receiving high and low student assessments. More than 3,000 high school seniors named the most and least effective teacher they had experienced. Most and least effective were defined in terms of the three major patterns of classroom teacher behavior identified by Ryans. Teachers named by three or more seniors completed a biographical questionnaire. Effective teachers numbering 125 and ineffective teachers numbering responded. A coefficient of correlation was found for each of the biographical items and the criterion, teacher rating. Significant correlations were found for amount of mother’s formal education, mobility of teacher, number of books read annually, home ownership, and student-teacher relationships.

Educational News and Editorial Comment

Previous articleNext article No AccessEducational News and Editorial CommentJ. W. GetzelsJ. W. Getzels Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 55, Number 8Apr., 1955 Article DOIhttps://doi.org/10.1086/458718 Citations: 1Citations are reported from Crossref Copyright 1955 The University of ChicagoPDF download Crossref reports the following articles citing this article:Robert B. Blackwell Study of Effective and Ineffective Teachers of the Trainable Mentally Retarded, Exceptional Children 39, no.22 (Oct 1972): 139–143.https://doi.org/10.1177/001440297203900206

An Inverted Factor Analysis Study of Student-Rated Introductory Psychology Instructors

THE PROBLEM of defining the important and relevant characteristics of teachers has a long and somewhat fruitless history. Many at tempts have been made to isolate the essential differences between effective and ineffective tea chers, typically for the future construction of selection instruments. Autobiographies of gen erally recognized great teachers, descriptions written by students about their best-remembered teachers, quantitative test records of good and poor teachers, and a host of other devices have been used. This has been a particularly import ant problem in the selection of elementary and secondary school teachers as Beecher's recent review indicates (1). None of the attempts has proven very fruitful. Schools of education still depend today on the personal evaluation of pros pective teachers by more or less experienced in terviewers. Little attention has been devoted to the char acteristics of college teachers in contrast to the mass of research on elementary and secondary school levels. A recent government report (7) suggests that the main objectives in the training of college teachers is the development of com petent scholars and research workers and that little attention is paid to the development of teach ing skills. One method of defining important teaching characteristics may prove to be the so-called inverted factor or Q-technique of factor analysis. A series of quantitative measurements on a group of teachers may be inter cor related and the re sulting matrix of correlations factor analyzed to derive a set of independent factors that can ade quately describe the intercorrelations between the teachers. Behavorial descriptions of these factors may then help us in devising independent predictive measures of these important teaching variables. The present study was concerned with the ap plication of inverted factor analysis techniques to a large group of student ratings of introductory psychology instructors. It has been previously shown that student ratings can reflect individual differences between instructors (3). Whether from these same ratings significant and independ ! ent constellations of teaching behaviors can be determined was investigated in this research.