Author: Kirsi Tirri

Publisher:

Published: 1993

Total Pages: 240

ISBN-13:

The purpose of this study was to explore an American model (Harris 1986) of effective classroom teaching behaviors as a framework for teachers' professional growth. The particular focus was on the self-assessment component of the methods related to the model. An empirical approach was adopted, and comparative data were gathered from American and Finnish teachers using a common self-evaluation instrument. The study identified and analyzed cross-cultural differences and culture-specific behaviors. The analysis revealed that a complete fit between the model and the data could not be found. Discriminant analysis revealed interesting differences in the evaluation of teachers from different teaching traditions. The American teachers were found to be much more dynamic in their classroom behavior than their Finnish colleagues; Finnish teachers reflected their academic tradition well by giving much more emphasis to a "businesslike" type of behavior. The research is presented in eight chapters as follows: (1) Introduction; (2) Teachers' professional development; (3) The reform traditions; (4) Methods for helping teachers' professional growth; (5) The empirical framework; (6) Cross-cultural validity of the Harris model; (7) Dimensions of teacher classroom behavior; and (8) Discussions on methodology and conclusions. Appendixes provide a copy of the questionnaire in English and in Finnish, and computer listings for chapters 6 and 7. (Contains approximately 175 references.) (Author/LL).