Applying Teacher Effectiveness Models in International, Cross-Cultural Contexts: A Case Study.

Autor/inn/en	Tirri, Kirsi; Tirri, Henry
Titel	Applying Teacher Effectiveness Models in International, Cross-Cultural Contexts: A Case Study.
Quelle	(1994), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Comparative Education; Cross Cultural Studies; Cultural Context; Cultural Differences; Elementary Secondary Education; Foreign Countries; Higher Education; International Studies; Teacher Characteristics; Teacher Education; Teacher Effectiveness; Teaching Models; Finland; Indiana; Texas; United States + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationaler Studiengang; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrmodell; Finnland; USA
Abstract	This study investigated the problem of applying a single model in international cross-cultural studies of effective classroom teaching. The context of the social-efficiency tradition was used as a framework for understanding how teacher education is reflected in actual teaching behaviors. The model chosen for study was the Developmental Teacher Evaluation Kit, developed by B. Harris and J. Hill, which is a six-component model based on American teaching effectiveness research. Its international applicability as a model of the basic skills used in effective teaching was conducted. U.S. teachers (N=167) from Indiana and Texas, and Finnish teachers (N=172) from 2 different areas were presented with 95 behavior statements in 6 performance areas (businesslike, friendly, verbally interactive, stimulating, individually oriented, and multimedia integrative) and were asked to evaluate their classroom behaviors against the described behaviors. U.S. data matched on five of the components, all except verbally interactive, while Finnish data matched on only two components--multimedia integrative and businesslike. Data show that the model is biased with respect to the different teacher education traditions, and it fits better the data from the tradition within which it was developed. (Contains 35 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC