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ERIC Number: ED096316
Record Type: RIE
Publication Date: N/A
Reference Count: 0
Student Achievement Gains as a Function of Teacher Predictions.
Schumer, Harry; Royer, James M.
This paper provides support for the notion that having teachers make predictions about achievement gains has positive educational benefits. A comparison of the mean gain scores over a 6-year period for elementary school children in a remedial Title I program in western Massachusetts indicated greater gains later in the program when the teacher made predictions than when he did not. The results suggest that having teachers make predictions requires the teacher to assess the strengths and weaknesses of each child and then decide on appropriate instructional strategies. This in turn is translated into educational benefits for the child. (Author/JA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (59th, Chicago, Illinois, April 1974)