Teacher Effectiveness and Teacher Decision Making: Implications for Effective Instruction of Handicapped Students. Monograph No. 5. Instructional Alternatives Project.

Autor/inn/en	Ysseldyke, James E.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	Teacher Effectiveness and Teacher Decision Making: Implications for Effective Instruction of Handicapped Students. Monograph No. 5. Instructional Alternatives Project.
Quelle	(1987), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decision Making; Disabilities; Educational Practices; Elementary Secondary Education; Information Utilization; Models; Research Methodology; Role Perception; Self Concept; Teacher Characteristics; Teacher Effectiveness; Teacher Role; Theories + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Handicap; Behinderung; Bildungspraxis; Informationsnutzung; Analogiemodell; Research method; Forschungsmethode; Role conception; Rollenverständnis; Selbstkonzept; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Theory; Theorie
Abstract	The monograph summarizes findings from two research areas: teacher effectiveness and teacher decision making practices. Paradigms for research on teaching, characteristics of an effective teacher, generalizations about teachers' decision making, decision making models, and the relationship of teacher self-efficacy and teacher behaviors are reviewed. Implications for handicapped students include the importance of instructional consultation and meeting individual students' and groups of students' instructional needs. Research paradigms include: process-product paradigm, mediating-process paradigm, classroom ecology paradigm. Effective teacher characteristics are outlined for such areas as classroom management, instructional organization, lesson presentation, teacher beliefs, and teacher practices. Generalizations from the research on teacher decision making are discussed in six categories: the kind of information used, focus of instructional planning, use of curriculum objectives, judging the lesson implementation, use of time, and accuracy in judging student performance. Four decision-making models are considered which focus on: (1) teacher decision making, (2) supervision, (3) teacher education, and (4) instructional improvement. Finally, the research on teachers' beliefs concerning self-efficacy and their effects on teacher effectiveness is discussed. Sixty-two references are appended. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01