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ERIC Number: ED203387
Record Type: Non-Journal
Publication Date: 1981-Mar
Pages: 33
Abstractor: N/A
Reference Count: N/A
Student Accountability for Written Work in Junior High School Classes.
Worsham, Murray E.
A study examined the accountability systems for student written work set up and cased by twelve junior high school mathematics teachers. The five dimensions of accountability observed (1) clarity of overall work assignments, (2) procedures for communicating assignments and instructions to students, (3) teacher monitoring of work in progress, (4) routines for checking and turning in work, and (5) regular academic feedback to students. The characteristics of the effective teachers were then compared to those of effective junior high English teachers. Effective math and English teachers were in accord in their treatment of assignment due dates and were remarkably consistent in enforcing their own individual rules. Both effective math and English teachers varied in their methods for communicating assignments to students, but they were extremely consistent in efficient student monitoring techniques. Effective teachers from both disciplines were also consistent in checking assignments regularly. Two key actions on the part of the more effective teachers in both math and English classes followed the checking period: teachers asked students for their grades and recorded them immediately, and they always collected papers to check themselves, thus holding students accountable for the assignment. (Summaries of accountability systems used by two effective math teachers are appended.) (HTH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.