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ERIC Number: ED126071
Record Type: Non-Journal
Publication Date: 1976-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
A Micro-Study of Teacher Behavior in Outlier Schools.
Clark, Richard M.
Variables that schools can not directly control are predictors of a significant portion of the achievement differences of children, yet some schools seem to be operating significantly better or worse than predicted in regard to pupil achievement. This observation study represents an effort to look more closely at schools in which actual pupil achievement was higher (high outlier) or lower (low outlier) than predicted. Seven instruments were developed for this observation study: (1) classroom observation form; (2) observation of a reading group form; (3) teacher reinforcement scale; (4) characteristics of open education form; (5) teacher questionnaire; (6) principal interview form; and (7) reading teacher form. Names of 14 principals in upstate New York were obtained--seven were located at high outlier schools, seven were at low outlier schools. In each case, the principal arranged access to nine elementary school classrooms (k-6). Two observers visited each school. Each observed four different classrooms, and the pair observed one classroom together. In addition, an interview was held with the principal and with a reading teacher in the school. Some of the major ways in which low and high outlier schools differ according to the data are: teachers in high outlier schools were warmer and more responsive, showed more emphasis on cognitive development, were more effective in maintaining the desired level of control in the classroom, expected more children to graduate from high school, perceived the children as more intelligent and more pleasant to teach; higher outlier schools appeared more open and principals in high outlier schools saw their personnel as more competent and themselves as having better rapport with teachers, parents, and pupils. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A