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HOW TO IDENTIFY EFFECTIVE TEACHING
Author(s) -
Cooley William W.,
Leinhardt Gaea,
McGrail Janet
Publication year - 1977
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1977.8.2.05x1407c
Subject(s) - teaching method , context (archaeology) , teaching and learning center , mathematics education , outcome (game theory) , pedagogy , ecology , sociology , psychology , geography , biology , mathematics , mathematical economics , archaeology
The study of teaching to date has relied on rather narrow definitions of what is effective teaching. Such definitions most usually are tied to student outcome measures such as achievement tests, while focusing on individual, isolated teaching acts rather than on teaching and learning in its total context. How can we identify effective teaching, recognizing the total ecology of the teaching‐learning environment?