A Suggested Research Model for the Investigation of Classroom Teacher Effectiveness

THE MODEL or paradigm set forth in this paper posits a number of research alternatives for teacher behavior1. It offers a potential for the codification of past, current, and proposed investi gations in the teaching arts. Educational psychol ogists have found such an approach productive toward shaping inquiries in human learning theory2. A number of researchers have developed simi lar theoretical constructs for use in many fields of education. The most noted of these models is the Halpin Paradigm for administrative behavior studies3. Tiedman has devised a paradigm of choice in the operations of youth decision for career choice to be employed by guidance special ists4. Morris described teacher behavior as para digmatic in listing elements of a school of thought within educational philosophy5. Similarly, Nix and Bates have designed a model of causation for use in social theory6. Woodruff has advanced a sug gestive model of sequential steps and end products in learning7. A current and exhaustive study by Ryans de scribes a paradigm wherein specific teacher be haviors and specific pupil behaviors are dichoto mized, then treated in an interaction-integration situation8. Two major assumptions flow from the model: (1) teacher behavior is a function of situ ational factors and characteristics of the indi vidual teachers, and (2) teacher behavior is observable. Ryans further describes teacher be havior as being characterized by: (a) a trend or consistency (b) a limited number of responses (c) probable rather than certain behavior (d) a function of personal characteristics of the indi vidual (e) a function of the general situation and (f) a function of the specific situation9. Barr and associates conducted a monumental review of 83 studies dealing with teaching effectiveness10 :