Teacher Effectiveness: Accepting the Null Hypothesis
- 11 May 2018
- journal article
- Published by University of Calgary in Journal of Educational Thought / Revue de la Pensée Educative
- Vol. 12 (3) , 184-189
- https://doi.org/10.55016/ojs/jet.v12i3.43777
Abstract
The contemporary behavioristic analysis of teaching and teacher effectiveness has assumed that there is a necessary empirical relationship between differences in teachers' classroom behaviors and levels of student achievement. It is argued that this assumption lacks both empirical support and conceptual plausibility. The consequences of " accepting the null hypothesis" of differential teacher effectiveness are discussed with reference to their implications for teacher evaluation , teacher accountability and teacher education.This publication has 0 references indexed in Scilit: