Ellis, J W (1979) A critique of criteria of teacher effectiveness with particular reference to the assessment of practical teaching. PhD thesis, Institute of Education, University of London.
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On the basis of the relevant literature it was established that there was a need to conduct an investigation into the development of criteria of teacher effectiveness in two stages. Phase I of the expe~ent .as designed to examine the effect of using a prepared evaluation inst~nt (with and without training in its use) on students' self assessments, and tutors' and head-teachers' assessments of students in a teaching practice situation, and on the differences between the assessmen~s nade by the three parties concerned. Early in their practice periods in three widely dispersed colleges, assessments were made by all participants on a defined scale (5 point: A, B, C, D, E without +'s and -'s). Two weeks later "control" g='Oups ('C') made further sUbjective assessments, "evaluation" groups eE') used the instrument, and "trained" groups ('T') used the same instrtoent after training involving the use of a simulated video taped teaching situation. Appropriate tests and analyses, including a factor analysis, were carried out leading to findings which supported (at an appropriate level of significance) the hypothesis that: differences in the assessment of practical teaching between head-teachers, tutors and students are reduced by the use of a common evaluation instrument, supported by a tr~ng session using a video-tape of a classroom situation. Phase II of the experiment sought further clarification concerni3g those criteria of specific importance to students, teachers and tutors. A new sample associated with six teacher training institutions across the country, having shared in the common experience of assessmen~ of practical teaching using the instrument designed for Phase I, weighted the 15 sub-categories (i.e. criteria) on the instrument using a deii~ed five-point scale. The data were processed, and resulting correla-;ion matrices and results of factor analyses tabulated to assist those involved in the planning, implementation and evaluation of professional studies courses in initial teacher training programmes. The co=pu~erised results were interpreted to reveal five criteria: (i) a'Fre=.oh",ll~ , factor. (ii) a factor which emphasised the value of 'personal relationships with children'. (iii) (iv) and (v) a 'preparation and planning' factor. a factor drawing attention to the vital skills of 'organisation and teacher performance'. a 'discipline' factor. Due consideration was given to validity (content, construct, predictive and concurrent validity), and reliability of the evaluation instrument used in the experiment.
|Item Type:||Thesis (PhD)|
|Additional Information:||Thesis: PHD University of London Institute of Education, 1979.|
|Depositing User:||Batch Import|
|Date Deposited:||22 Mar 2011 10:27|
|Last Modified:||05 May 2015 14:25|
|View Record in Library Catalogue:||http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/x/0/0/5?searchdata1=a295956|