ERIC Number: ED173744
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Texas Junior High School Study: Final Report of Process-outcome Relationships. Volume I. R&D Report No. 4061.
Evertson, Carolyn M.; And Others
This is the first in a series of four reports describing a study of 1,614 junior high school mathematics and English students and 69 of their teachers that was undertaken to discover the effects of different teaching behaviors on cognitive and affective student outcomes. After describing the methodology in some detail, the document presents findings from high-inference measures for cognitive outcomes and includes extensive tables of data. This is followed by a discussion of findings from low-inference measures for cognitive outcomes that also includes tables of data and descriptions of student and teacher behaviors. A discussion of relations of high- and low-inference measures with student behaviors follows. The report includes a discussion of some of the implications of the study, a summary of the methods and procedures used for data collection and reduction, and the more important patterns of the results. (TJ)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Tables may not reproduce well due to broken type; Volumes II and III are only available from the Center; For related documents, see CS 004 711-713