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ERIC Number: ED206698
Record Type: Non-Journal
Publication Date: 1980-May
Pages: 275
Abstractor: N/A
Reference Count: N/A
Texas Junior High School Study: Teacher Self-Reports and Student Outcomes. Executive Summary [and] Volume I.
Evertson, Carolyn M.; And Others
The primary emphasis of the Texas Junior High School Study was the investigation of process-outcome relationships in 136 junior high school math and English classes. A total of 68 teachers were observed in nine junior high schools in a large urban school district. Teachers also responded to a questionnaire and an interview focusing on presage variables such as teachers' beliefs, expectations, assumptions about teaching, and self-reports of instructional practices. Two outcome measures were used: an achievement test reflecting the subject matter taught, and student ratings of teachers. Volume I presents relationships among teacher self-report variables measured by the questionnaire and interview, and the two outcome measures. The findings for mathematics teachers indicated that successful teachers are committed to a structured, whole-class teacher- and textbook-centered approach. The findings for English teachers indicated a strong interaction between teacher effectiveness and student entering ability, and a lack of correspondence between cognitive and affective measures of teacher effectiveness. Other results are discussed in detail, and these findings are compared with previous studies of presage variables. (Author/BW)
Publication Type: Reports - Research; Numerical/Quantitative Data
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.
Identifiers - Location: Texas