ERIC Number: ED206699
Record Type: Non-Journal
Publication Date: 1980-May
Reference Count: N/A
Texas Junior High School Study: Teacher Self-Reports and Student Outcomes. Volume II, Tables Presenting Relationships with Student Achievement.
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 II presents four tables: prediction of student mathematics achievement from teacher questionnaire and California Achievement Test; prediction of student mathematics achievement from teacher interview and California Achievement Test; prediction of student English achievement from teacher questionnaire and California Achievement Test; and prediction of student English achievement from teacher interview and California Achievement Test. (Author/BW)
Descriptors: Academic Achievement, Classroom Observation Techniques, English Instruction, Interviews, Junior High Schools, Language Teachers, Multiple Regression Analysis, Predictor Variables, Questionnaires, Secondary School Mathematics, Secondary School Teachers, Student Evaluation of Teacher Performance, Teacher Attitudes, Teacher Behavior, Teacher Effectiveness
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: California Achievement Tests