The Science and the Art of Teacher Effectiveness: An Examination of Two Research Traditions
Keywords:
teacher effectiveness, process-product research, ethnographic research, teacher behaviour, student achievement, classroom interaction, teaching practicesAbstract
This review of the literature examines two diverse schools of research on teacher effectiveness, the first based upon the process-product paradigm and the second based on an ethnographic approach. The former has been the most productive. Earlier empirical, process-product studies that correlated observed teacher behaviours and student achievement were later augmented by experimental research. The results suggest that many teacher behaviours show fairly consistent and important, although sometimes weak, relationships to student achievement. Experimental studies indicate that changing teaching practices can cause desirable changes in student achievement. The ethnographic tradition, on the other hand, focuses less on defining achievement and more on the context, conditions, and interactions that lead to achievement. Ethnographers have contributed to the study of teacher effectiveness by emphasizing the contextual constraints and rules in everyday classroom life, by stressing the importance of the thoughts, feelings, perceptions, and attitudes of classroom participants, and, particularly, by calling into question our rational models of human behaviour.
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