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ERIC Number: ED025430
Record Type: RIE
Publication Date: 1968-Aug
Pages: 155
Abstractor: N/A
Reference Count: 0
Programmed Correspondence Courses in Algebra and Geometry for Inservice Teacher Training: Field Studies. Final Report.
Hively, Wells, II
This longitudinal study is one of a series which is devoted to the task of evaluating new, secondary school mathematics curricula. This series of studies has involved ninth and eleventh grade teachers teaching a new mathematics curriculum (School Mathematics Study Group, University of Illinois Committee on School Mathematics, or Ball State Program) in schools in five state (Minnesota, North and South Dakota, Iowa, and Wisconsin). While teaching the new curricula, some of the teachers were provided with an in-service training course in foundations of modern algebra. This report concerns attempts (1) to separate the effects on student performance attributable to the new curricula from effects attributable to the teachers, and (2) to relate differences in teacher effectiveness to differences in subject matter knowledge as measured by performance in the in-service training course. Among the findings reported are (1) teacher effects tended to dominate curriculum effects, and (2) relations were found between gains of classes and general measures of teachers' subject-matter competence. (RP)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Minnesota State Dept. of Education, St. Paul. Minnesota National Lab.
Identifiers: N/A