ERIC Number: ED142592
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Beginning Teacher Evaluation Study, Phase II, 1973-74. Executive Summary Report.
McDonald, Frederick, J.; Elias, Patricia
Significant relationships were found between how teachers teach and how much children learn in reading and mathematics. The study's purpose was to relate classroom observations of experienced elementary school teachers' interactions with their students to changes in the pupils' performance on various measures of reading and mathematical understanding and skill. It was concluded that a pattern of teaching practices is more likely to be related to learning than a single practice, and that effective teaching practices will differ according to subject matter and grade level. In brief, the significance of this study is that effective teaching methods, as well as less effective methods have been identified. This summary describes the methodology and results of the entire study, but does not present the technical details concerning measurement and statistical analysis. Summaries of special studies, intensive studies of the major sources of data and special research studies are included. (MV)
Descriptors: Academic Achievement, Achievement Gains, Classroom Observation Techniques, Data Analysis, Educational Environment, Educational Testing, Elementary Education, Elementary School Teachers, Evaluation Methods, Grade 2, Grade 5, Mathematics, Predictor Variables, Reading, Student Characteristics, Teacher Behavior, Teacher Characteristics, Teacher Effectiveness, Teaching Methods, Teaching Styles, Test Reliability
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: California State Commission for Teacher Preparation and Licensing, Sacramento.; Educational Testing Service, Princeton, NJ.
Note: For related documents, see ED 127 364-375; Tables may be marginally legible