Student Behavior Ratings as a Criterion of Teacher Effectiveness
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Theoretical considerations in the development of criteria of teaching effectiveness are presented as well as an exploratory study of student behavior ratings as a criterion of teacher effectiveness. The difficulties involved in the selection of teachers were attributed to the lack of suitable criterion measures. The observation, classification, and evaluation of student behavior in the classroom was suggested as an appropriate and promising criterion measure. Three possible behavior dimensions were defined and used as a basis for the measurements in this study. These dimensions were concerned with the extent of the students integration, dependency, and tension. Initial results showed promise toward the development of a scale to measure integrative behavior of students in the classroom and in the development of measures of the degree of dependency being practiced by students in a classroom. The poorest showing among the 3 scales was made by the tension scale.