ERIC Number: ED201699
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Improved Teaching in Urban Classrooms: Applying More Precise and Demanding Standards.
Ghory, Ward J.; Cash, Kriner
A study was conducted to determine whether the Stallings Effective Teaching Practices inservice training program contributed to improved teacher performance in the Cincinnati, Ohio, Public Schools. The study had two major objectives: (1) to assess the degree of improvement in selected teacher practices after training; and (2) to investigate the post-training performance of the teachers who showed the greatest need for improvement on the selected variables. The research context for the study is presented. It reviews the work of investigators who have examined the correlation between teaching practices and classroom variables related to increased student achievement. A description of the training program outlines its intention, method, and emphases. Also described are the general training conditions, the observation system, the selection of variables, and the methods of analysis. Reported findings of the study indicate that: (1) the average teacher performance improved slightly for all teachers on twenty-five of thirty-one variables; (2) statistically significant improvement was noted for all teachers on nine variables; and (3) on the average, teachers with the greatest need showed improvement across all selected variables, and statistically significant improvement on eighteen of twenty-eight variables. The report concludes with recommendations for further research efforts. (APM)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Ohio (Cincinnati)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April, 1981). Some tables may be marginally legible due to reproduction quality of original document.