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ERIC Number: ED206700
Record Type: RIE
Publication Date: 1980-May
Pages: 656
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Texas Junior High School Study: Teacher Self-Reports and Student Outcomes. Volume III, Tables Presenting Relationships with Student Ratings of Teachers.
Evertson, Carolyn M.; And Others
The primary emphasis of the Texas Junior High School Study was the investigation of process-outcome relationships in 136 junior high school math and English classes. A total of 68 teachers were observed in nine junior high schools in a large urban school district. Teachers also responded to a questionnaire and an interview focusing on presage variables such as teachers' beliefs, expectations, assumptions about teaching, and self-reports of instructional practices. Two outcome measures were used: an achievement test reflecting the subject matter taught, and student ratings of teachers. Volume III presents four tables: prediction of mathematics student ratings of teachers from teacher questionnaire and California Achievement Test; prediction of mathematics student ratings of teachers from teacher interview and California Achievement Test; prediction of English student ratings of teachers from teacher questionnaire and California Achievement Test; and prediction of English student ratings of teachers from teacher interview and California Achievement Test. (Author/BW)
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers: California Achievement Tests; Texas
Note: For related documents, see TM 810 599-602. Available in microfiche only due to small print size.