ERIC Number: ED190671
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Within-Class Analyses of Relationships between Student Achievement and Teacher Behaviors.
Martin, Jeanne; And Others
Data were collected in a teacher effectiveness study on the interaction of teachers and first grade students while the students participated in reading groups within intact classrooms. The teacher behavior variables were then related to students achievement using three units of analysis: class means, reading group means within classes, and student scores within reading groups. Results revealed that relationships differed depending upon the level of the analysis. Particularly striking was the large number of significant relationships which occurred only at the student-within-reading-group level. Apparently, some variables took on different meanings in the correct context of a small group, implying that students were very much aware of and affected by their learning environment. The results demonstrate that a combination of within-class and between-class analyses provides a better understanding of the relationship of teacher-student interactions to student achievement than either within-class or between-class analyses alone. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers: First Grade Reading Group Study; Metropolitan Achievement tests; Metropolitan Readiness Tests
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980).