Bibliographic Details
| Title: |
The multiple roles of N.L. Gage in the creation of educational effectiveness fields |
| Authors: |
Stringfield, Sam1 sstringfield@csos.jhu.edu, Teddlie, Charles2 |
| Source: |
Teaching & Teacher Education. May2004, Vol. 20 Issue 4, p397-404. 8p. |
| Subject Terms: |
*Teacher effectiveness, *Effective teaching, *Teachers, Intellectuals |
| Abstract: |
One measure of a scholar''s contributions to his field is the extent to which his work has impact beyond his area or original focus. The authors’ examine N.L. Gage''s impact in the area of school effects research. The first of Gage''s impacts has been in arguing for a pragmatic orientation to the building of a scientific base for the study of education. The second has been in both leading and supporting studies that focused on direct observation of classroom teaching processes, and linking those processes to measurable outcomes. Four examples of the impacts of Gage''s work are presented and discussed. The school effects field would not have made as much progress had not the teacher effects field generally, and the work of N.L. Gage in particular, preceded it. [Copyright &y& Elsevier] |
|
Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
