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The Multiple Roles of N. L. Gage in the Creation of Educational Effectiveness Fields

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Title: The Multiple Roles of N. L. Gage in the Creation of Educational Effectiveness Fields
Language: English
Authors: Stringfield, Sam, Teddlie, Charles
Source: Teaching & Teacher Education: An International Journal of Research and Studies. May 2004 20(4):397-404.
Availability: Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Peer Reviewed: Y
Page Count: 8
Publication Date: 2004
Document Type: Journal Articles
Reports - Evaluative
Descriptors: School Effectiveness, Outcomes of Education, Educational Improvement, Teacher Effectiveness, Classroom Observation Techniques, Learning Processes, Educational Research, Teaching Methods, Educational Researchers, Scientific Concepts
DOI: 10.1016/j.tate.2004.02.012
ISSN: 0742-051X
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.
Abstractor: Author
Entry Date: 2006
Accession Number: EJ731237
Database: ERIC
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  Data: 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.
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