Author Description

The central aim of this monograph is to stimulate discussion, both of the assumptions that are made about what makes one teacher more effective than another, and of the actions and decisions that are taken as a result of these assumptions. Organizationally, the monograph: (1) presents a brief overview of research on teacher effectiveness; (2) provides an overview and summary of the International Association for the Evaluation of Educational Achievement (IEA) study of the relationships between teaching practices and classroom activities and student cognitive and affective learning; and (3) discusses the development of a new model of teacher effectiveness that grew out of the experiences in the international study. The first section provides the context for understanding the assumptions that provided the driving force for the IEA study, and the second section provides the context for understanding why some of these assumptions are open to question. Six pages of references are included. The appendix is an index to the instruments used, by constructs/variables. (JD)