Get Them Involved!

an operational definition of effective ness as reflected in student growth. But most efforts to determine teaching ef fectiveness still rest on the judgments or ratings by other colleagues or by stu dents (Eble 1979, Riggs 1975, Seldin 1976), even though many researchers have questioned the validity and relia bility of these ratings (Bassin 1974, Brown 1976, Dennis 1976, Korth 1979, Rainey 1979, Schultz 1978, Williams and Ware 1977). This study sought to determine if ob served classroom behaviors of college teachers rated high by their students and colleagues were (1) significantly different from those of teachers rated lower and (2) consistent with descrip tions of high-rated teachers in prior studies. A positive answer to both questions would support the growing truism that student involvement is cru cial to good teaching.