For over four decades, the concept of teacher leadership has been debated nationally and internationally with a view of establishing its role in student learning and achievements in schools. Over this period, a sizeable amount of literature has been written with regards to teacher and school administration leadership. However, studies remain…

Discusses the findings and implications of effective schools research for teacher training programs, emphasizing the argument that depressed achievement derives from school disability rather than familial disadvantage. Also examines the effective teacher's need for knowledge of psychometrics and an understanding of how dependent effective teaching…

Teacher attitudes toward research-based effective teaching behaviors were inventoried to explore differences. Scores from the Teaching Behaviors Questionnaire (TBQ) for 300 teachers were analyzed for variables related to educational settings and teacher characteristics. Analysis of variance and selected post hoc procedures were used to identify…

Following a precis of research findings on the topic of teacher effectiveness, this resource bibliography presents sources that address three major questions about teacher instructional effectiveness: (1) What do effective teachers know? (2) What do effective teachers do? and (3) What attitudes do effective teachers have? Each citation is…

The 13 chapters of this book are written by scholars who have made significant contributions to school administration and to their own disciplines. After an introductory chapter on what research has to say about commitment, performance, and productivity, the discussion is presented in four parts: (1) empirical issues; (2) theoretical issues; (3)…

This self-instructional manual offers knowledge and skills needed to make reliable and accurate perceptual evaluations about teacher candidates. The first chapter describes traditional approaches to the study of teacher effectiveness and the problems that necessitate the formulation of new approaches. Chapter Two describes the research and…

Discusses possible contributions of research on teacher thinking. Examines arguments made against the present or potential contributions of research to teacher education. Shows how the dangers that give rise to these fears can be avoided without simultaneously eschewing the positive contributions of research. (JS)

Colleague and student ratings were gathered on a group of 477 instructors and then compared to the instructor's research productivity and academic rank. Colleague and student ratings were not found to be significantly related to the instructor's research productivity. However, colleague rating was significantly related to academic rank, indicating…

This study used a questionnaire designed to assess teachers' and administrators' perceptions of teaching performance and their perceptions of the importance of various teaching knowledges and skills. The purpose of the study was to suggest how survey research can be used to examine teachers' perceptions of their performance in context and in…

An overview is presented of research findings on how teacher expectations of student performance may alter the ways that teachers treat students, and the possible negative effects of such differential treatment on the behavior and learning of students for whom the teacher holds low expectations. A discussion follows on the teaching implications of…

Responds to Floden and Klinzing's article, "What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion." Agrees with it, but discusses questions raised but not answered. Questions what expertise in teaching is, how this expertise is communicated, and who these experts are. (JS)

The personal and cumulative experiential knowledge of the education profession has been valued out of proportion to that which could be contributed by research. A comparison of education with agriculture provides a contrast showing the potential importance of the use of research in teacher education. Educational research is not as well developed…

The search for knowledge about effective teachers has produced a great deal of research activity utilizing a variety of research techniques. This paper discusses research on national Teachers of the Year (Shanoski and Hranitz, 1989, 1990, 1991) and relates it to the teacher effectiveness clusters identified by Donald Cruikshank (1990) in his study…

A group of 11 experienced junior high school teachers, identified as having problems with classroom management, received materials and workshops based on findings from a large-scale descriptive study of classroom management. Observation data from two classes per teacher were used to assess the level of implementation by treatment group teachers.…

This study develops a portrait of 1991 Teachers of the Year from across the country. A questionnaire sent to 50 outstanding teachers was completed by 35 teachers who provided information on the following: (1) important teacher characteristics; (2) educational background and experience; (3) important teacher tasks; (4) evaluation of their teacher…