Teaching effectiveness is a much debated topic. Yager and Lunetta (1984) have suggested that the lack of teacher effectiveness is a part of the current crisis in science education. Hawley, et al. (1984) makes it clear that teachers are important determiners of student achievement, and Medley (1979) concurs, saying "The effect of schooling on the individual pupil depends to a considerable extent on how his teacher is." But how can teacher effectiveness be determined? Historically, teacher effectiveness has been judged to be a product of a variety of factors including personality types, teaching methods, classroom climate and teacher competencies. Others have suggested using measurements of student mastery of selected concepts as an index of teacher effectiveness.
Iowa Science Teachers Journal
© Copyright 1986 by the Iowa Academy of Science
Thompson, Kenneth and Hoff, Darrel
"Earth Science Teacher Excellent and Otherwise: Is There a Difference?,"
Iowa Science Teachers Journal: Vol. 23
, Article 4.
Available at: https://scholarworks.uni.edu/istj/vol23/iss2/4