Patrick, Jeff and Smart, Roslyn (1998) An empirical evaluation of teacher effectiveness: the emergence of three critical factors. Assessment and Evaluation in Higher Education, 23 (2). pp. 165-178. ISSN 0260-2938
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Official URL: http://dx.doi.org/10.1080/0260293980230205
Identification Number or DOI: doi: 10.1080/0260293980230205
[Abstract]: The aim of this study is to clarify the nature of teacher effectiveness and develop a measure for evaluating teacher effectiveness. The present study was conducted in two phases. In phase one, 148 undergraduate students were asked to identify qualities of effective teachers. In phase two items from existing instruments, intended to measure effective teaching, were combined with items generated from students in phase one to form a meta-inventory. The meta-inventory was administered to 266 undergraduate psychology students. Factor analysis revealed that teacher effectiveness is multi-dimensional in nature, comprising three factors; respect for students, ability to challenge students, organisation and presentation skills. In addition, the findings from the present study supported several teacher effectiveness dimensions evident in past research.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Author's version unavailable.|
|Uncontrolled Keywords:||teacher effectiveness; measurement|
|Fields of Research (FOR2008):||13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation|
|Subjects:||330000 Education > 330100 Education Studies > 330109 Assessment and Evaluation|
|Socio-Economic Objective (SEO2008):||UNSPECIFIED|
|Deposited On:||08 Jan 2008 09:50|
|Last Modified:||08 Apr 2013 09:59|
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