Process-Product Research: A Cornerstone in Educational Effectiveness Research

Autor/inn/en	Creemers, Bert; Kyriakides, Leonidas
Titel	Process-Product Research: A Cornerstone in Educational Effectiveness Research
Quelle	In: Journal of Classroom Interaction, 50 (2015) 2, S.107-119 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Models; Effective Schools Research; Educational Quality; Teacher Behavior; Teacher Effectiveness; Teaching Methods; Academic Achievement; Outcomes of Education; Learner Engagement; Classroom Techniques; Correlation + Suchen Sie Ihr Suchwort? Analogiemodell; Schulforschung; Quality of education; Bildungsqualität; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Lernleistung; Schulerfolg; Klassenführung; Korrelation
Abstract	This article links the contribution of process-product studies in developing the theoretical framework of educational effectiveness by pointing out the importance of teacher behavior in the classroom. The role that Jere Brophy played in this evolving research is described within the various phases of teacher effectiveness research. Process-product studies revealed the importance of moving from investigating the personal characteristics of teachers to identifying characteristics of effective teaching practices. Research on factors other than the teacher behavior, conducted during the last three decades, have not generated empirical support to show that these factors have direct effect on student achievement and only few of them reveal indirect effects through influencing teacher behavior in the classroom. It is also argued that current models of educational effectiveness research drawn from Brophy's research further the development of constructs generated through process and product studies. We additionally refer to the dynamic model of educational effectiveness and show how the original ideas in the process-product studies were taken into account in describing and analysing the dynamic nature of effectiveness and expand them further by introducing a multidimensional approach to measure the impact of these factors and grouping of factors on student learning outcomes. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01