ERIC Number: ED166348
Record Type: Non-Journal
Publication Date: 1978
Effective Teachers of Inner City Children: Who They Are and What They Do.
Murnane, Richard J.; Phillips, Barbara R.
Investigated in this paper is the extent to which variables used in two major research approaches explain differences in the effectiveness of teachers in improving the vocabulary skills of inner city black children in four elementary grade levels. The two approaches investigated, educational production function research and process-product research, are described in terms of a multivariate model which takes into account teacher characteristics and other factors which affect children's achievement. Results of the study indicate that concepts used in both approaches provide indicators of teacher effectiveness. In particular, the general teaching approach known as direct instruction is described as being especially effective in teaching children from low income families. In addition, it is pointed out that teaching experience is related to teaching effectiveness. These findings are explained, their relationships discussed, and their implications for teacher training are outlined. A list of references is also included. (Author/EB)
Descriptors: Academic Achievement, Black Students, Disadvantaged Youth, Elementary Education, Individual Instruction, Productivity, Research Methodology, Teacher Characteristics, Teacher Education, Teacher Effectiveness, Teaching Experience, Teaching Methods, Urban Education, Urban Schools, Vocabulary Development
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Finance and Productivity Group.
Authoring Institution: N/A