Syntheses of educational productivity research

Teacher effectiveness research has occupied a conspicuous place within the spectrum of scientific inquiry in education. Interest in the question of what distinguishes superior from inferior teachers has flourished since the early 1920s and by midcentury had stimulated an impressive number of studies (Domas & Tiedeman, 1950). The quest was rejuvenated in the 1950s with the formation of the AERA Committee on Criteria of Teacher Effectiveness

https://www.jstor.org/stable/info/1167174

4: Paradigms for Research on Teacher Effectiveness:

Research on Teaching as a Linguistic Process: A State of the Art

Despite considerable growth in the number of observational studies of teaching in the last five years, there have been relatively few investigations of the relationships between what teachers do in the classroom and pupil achievement (Nuthall, 1968; Meux, 1967). As Gage has noted (Gage, 1966), observational data-gathering in classrooms has an obvious attraction to educational researchers, but there is little if any empirical evidence which makes it clear just what aspects of teacher behavior are most relevant to the major concerns of schools.

Milton Otto Meux

Papers

A study of the logic of teaching