ERIC Number: ED182815
Record Type: RIE
Publication Date: 1979-Jun
Reference Count: 0
Some School and Classroom Antecedents of Student Achievement.
This paper summarizes findings from research undertaken to examine the effects of various school, classroom, and teacher characteristics on student achievement. It uses recent literature reviews and longitudinal studies from the ERIC database that focus on the relevant variables. Detailed discussions are offered of classroom variables--class size, grade level and curriculum area, social skills, and team teaching; teacher variables--sex of the teacher, conceptual structures, and control strategy feedback; and school variables--administrative behavior, school climate, organizational structure, open-space schools, structured classes, teacher stability, and grade retention. One of the findings shown is that emphasizing the learning of social skills in the classroom may facilitate academic achievement. Also, the style of teaching used by a teacher in the classroom could have a significant impact on student learning as would providing teachers with appropriate feedback regarding their teaching styles. Implications for policy and for further research are discussed in detail. (Author/LD)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.