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ERIC Number: ED253328
Record Type: RIE
Publication Date: 1984
Pages: 23
Abstractor: N/A
A Study of Selected School Effectiveness Variables: Some Correlates That Are Not Causes.
Marzano, Robert J.; And Others
Do variables identified as existing within effective school models relate causally to student achievement? A study attempted to answer this question by manipulating selected school effectiveness variables and teacher behavior and by examining the effects of that manipulation on student achievement. Over a 1-year period, 10 kindergarten through fourth grade teachers from 2 small rural elementary schools received 20 days of training in the theory and implementation of 8 school effectiveness variables. Ethnographic observational techniques conducted before and after training established that some positive changes occurred in school climate and that teachers used less time than they had used previously in managerial activities and more time explaining the goals for lessons and activities. Teachers also used more managerial and motivational techniques. Observations and classwork for the teachers' 141 students showed that, following teacher training, students had less allocated time for reading and math but that they were more engaged and more successful in classwork. A decrease in math and reading achievement was indicated on standardized tests. It was suggested that participating teachers' emphasis on systematizing instruction and simplifying content had the effect of increasing academic learning time, as it is currently defined, but that these changes did not help students acquire independent thinking and problem solving-skills--skills necessary for performing well on standardized achievement tests. (CB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A