ERIC Number: ED160639
Record Type: RIE
Publication Date: 1978-May
Reference Count: 0
Selected Findings from Phase III-B. BTES. Beginning Teacher Evaluation Study. Supplement. Preliminary Version.
Fisher, Charles W.; And Others
This series of six papers concerning the Beginning Teacher Evaluation Study (BTES) starts with Teaching Behaviors, Academic Learning Time and Student Achievement: An Overview of Phase III-B of the Beginning Teacher Evaluation Study by the project director, Charles Fisher. As an introduction, it describes a model of classroom instruction based on the concept of student academic learning time (ALT) as a function of student entering characteristics (aptitude), and teaching behaviors and other classroom context variables. More precisely, ALT is student engagement time with relevant tasks which have a low error rate for that student. The remaining papers were: Methodological Issues and Concerns in Research on the BTES Classroom Learning Model by Leonard S. Cahen; Academic Learning Time and Achievement: The Validation of a Measure of Ongoing Student Engagement and Task Difficulty by Richard Marliave; How Teachers Produce "Academic Learning Time": Instructional Variables Related to Student Engagement by Nikola N. Filby; Changing Academic Learning Time: Clinical Interventions in Four Classrooms by David C. Berliner; and An Analysis of Instructional Time in Grade 2 Mathematics by Cahen and Fisher. An annotated bibliography of 57 documents related to the BTES is appended. (CTM)
Descriptors: Academic Ability, Academic Achievement, Achievement Tests, Classroom Research, Classroom Techniques, Elementary Education, Elementary School Mathematics, Mathematics Instruction, Reading Instruction, Student Behavior, Student Teacher Relationship, Teacher Behavior, Time Factors (Learning), Time on Task
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; California State Commission for Teacher Preparation and Licensing, Sacramento.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers: Beginning Teacher Evaluation Study
Note: Appendix may not reproduce well due to marginal legibility of original document