ERIC Number: ED148888
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Process-Product Relationships in Second and Third Grade Classrooms. Report No. 76-11.
Crawford, John; And Others
Correlations indicating the direction and magnitude of relationships between measures of classroom processes and residual scores on the Metropolitan Achievement Test are presented and discussed for second and third grade classrooms. Many of the findings are differentiated according to the socioeconomic status of the pupils and the context of the classroom interaction (whole-class versus small group, public versus private interactions, etc.). Results suggest that the more structured and directive teaching methods are generally associated with higher achievement in the early elementary grades. This study is a part of the Texas Teacher Effectiveness Project; however the same theme is seen as emerging from other major process-product studies of teaching effectiveness. (Author/MV)
Descriptors: Academic Achievement, Achievement Gains, Classroom Observation Techniques, Classroom Research, Elementary School Students, Elementary School Teachers, Grade 2, Grade 3, Grouping (Instructional Purposes), Mathematics, Primary Education, Questioning Techniques, Reading, Reinforcement, Socioeconomic Status, Student Teacher Relationship, Teacher Behavior, Teacher Effectiveness, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Not available in hard copy due to marginal legibility of appended tables