Teacher Effectiveness: Accepting the Null Hypothesis
DOI :
https://doi.org/10.11575/jet.v12i3.43777Résumé
The contemporary behavioristic analysis of teaching and teacher effectiveness has assumed that there is a necessary empirical relationship between differences in teachers' classroom behaviors and levels of student achievement. It is argued that this assumption lacks both empirical support and conceptual plausibility. The consequences of " accepting the null hypothesis" of differential teacher effectiveness are discussed with reference to their implications for teacher evaluation , teacher accountability and teacher education.
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