ERIC Number: ED151384
Record Type: RIE
Publication Date: 1977-Jun
Reference Count: 0
Theoretical and Empirical Consideration of Design Issues Related to Experimental Teacher Units. Beginning Teacher Evaluation Study. Technical Note Series. Technical Note V-3 For Phase III-A Continuation.
Filby, Nikola N.
Alternative theoretical approaches influencing the research design of the Beginning Teacher Evaluation Study are discussed. One line of research used an Experimental Teaching Unit (ETU) to create a semi-standardized situation for comparison of teachers. Though this approach introduces a uniformity which appears to increase comparability, it is at the cost of a somewhat unrepresentative sample of teacher behavior. Another line of research focused on naturally-occurring behavior, particularly instructional time. The design chosen for the Beginning Teacher Evaluation Study involved an "objectives-only" experimental teaching unit incorporated into the instructional time framework. Specific objectives in reading and mathematics were taught, but no materials were provided--only objectives. The effectiveness of 6-, 10-, and 40-day instructional programs were compared. The 40-day period was found to be most favorable in terms of consistent gains and variable amounts of actual instructional time. This method was also recommended because it provided a substantial sample of instruction, yet allowed for more than one sample during the school year. (Author/GDC)
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Curriculum Development, Educational Objectives, Elementary School Curriculum, Elementary School Mathematics, Elementary School Teachers, Grade 2, Primary Education, Program Length, Reading, Research Design, Sampling, Teacher Behavior, Teacher Effectiveness, Teacher Evaluation, Time Factors (Learning), Units of Study
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; California State Commission for Teacher Preparation and Licensing, Sacramento.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.