Generalizability of Measures of Teaching Behavior

Recent research on teaching has followed two lines of inquiry. One is the criterion of effectiveness paradigm, and the other is the teaching process paradigm (Gage, 1972). The criterion of effectiveness pa rad igm uses pupil outcomes—usually achievement—as a measure of teacher effectiveness. In contrast, the teaching process paradigm focuses on various aspects of teacher and student behavior judged to be worthwhile in their own right or linked to student achievement in previous research. Neither paradigm has identified consistent, replicable features of human teaching that lead directly—or even indirectly—to valued student outcomes. Consistent conclusions from research on teaching are tha t teacher effects on pupil outcomes are This work was completed pursuant to Contract #400-75-0001 between the