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ERIC Number: ED084130
Record Type: Non-Journal
Publication Date: 1972
Pages: 146
Abstractor: N/A
Reference Count: N/A
NLSMA Reports, No. 28, Teacher Effectiveness in Mathematics Instruction.
Begle, Edward G.; Geeslin, William Edward
This is one of a series of reports on the National Longitudinal Study of Mathematical Abilities (NLSMA). This report concentrates on the analysis of the relationship between teacher characteristics and student achievement in the first year of the X-, Y-, and Z-Populations (students in grades 4, 7, 10) and in the second year of the X- and Y-Populations (students in grades 5 and 8). (The reader may wish to see NLSMA Reports Nos. 1-7 and 9 for a background including test items, scales, test writing, and descriptive statistics used.) A regression analysis approach was used to study teacher effectiveness with respect to computation and to comprehension separately. A brief review of the literature and a brief summary are included. The stability of teacher effectiveness is hard to determine and the report urges the reader to make his own interpretations carefully. For related documents, see ED 044 277 - ED 044 283, ED 044 310, ED 045 447, and SE 016 669 through SE 016 691. (LS)
A. C. Vroman, Inc., 2085 East Foothill Blvd., Pasadena, California 91109 ($2.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Stanford Univ., CA. School Mathematics Study Group.
Identifiers - Assessments and Surveys: National Longitudinal Study of Mathematical Abilities?