ERIC Number: ED052923
Record Type: Non-Journal
Publication Date: 1970-Aug-31
Reference Count: N/A
Preliminary Analysis of Teacher Factors with ISCS Student Achievement.
Snyder, William R.; Kellogg, Theodore M.
This research consists of an examination of the relationship of teacher characteristics to student achievement during the field testing of experimental Intermediate Science Curriculum Study (ISCS) materials. Two approaches were used in determining the characteristics of effective ISCS teachers. In the first approach the variables commonly considered as affecting student achievement were examined and analyzed to determine their relationship to student achievement on ISCS tests. The second approach involved comparing the characteristics of the group of ISCS teachers classified as being most effective with the group classified as least effective. Results indicate that effective ISCS teaching was not related to the grade level taught, to the number of science hours studied by the teacher, to the number of physical science hours studied, or to the highest degree earned. There seemed to be a close relation between teaching performance and the extent of experience with the ISCS program. Observational data indicate that teachers who let students self-pace were likely to be more successful than teachers who did not. (PR)
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Florida State Univ., Tallahassee. Dept. of Science Education.