You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
How to Identify Effective Teaching
William W. Cooley, Gaea Leinhardt and Janet McGrail
Anthropology & Education Quarterly
Vol. 8, No. 2, Exploring Qualitative/Quantitative Research Methodologies in Education (May, 1977), pp. 119-126
Stable URL: http://www.jstor.org/stable/3216418
Page Count: 8
You can always find the topics here!Topics: Teaching, Outcomes of education, Curricula, Educational research, Learning, Classrooms, Students, Teachers, Observational research, Desire
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
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?
Anthropology & Education Quarterly © 1977 American Anthropological Association