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ERIC Number: ED263993
Record Type: RIE
Publication Date: 1985-Mar
Pages: 65
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Student Achievement and the Personal Characteristics, Instructional Behaviors and Professional Beliefs of Elementary School Teachers.
Rossmiller, Richard A.
Data drawn from a longitudinal study of school resource use and student performance in elementary schools were analyzed to identify relationships between student academic acheivement in reading and mathematics and the personal characteristics, instructional behaviors, and attitudes and beliefs of teachers. Data were collected from fall, 1979, through spring, 1982, in four Wisconsin schools. Primarily, subjects were approximately 240 students in grade 3 during the 1979-80 school year; these students were followed during their fourth- and fifth-grade years. Data were also collected from other students, parents, all teachers and other professional staff members who instructed any student in the study, and school and district administrative personnel. Reported are community, school district, school, student, and teacher characteristics; the research methodology, including selection of variables; and results of regression analyses. Results revealed that no single set of teacher-related variables showed consistently stable relationships with student achievement across grade levels and subjects. Certain variables did appear in the final step-wise regression equations quite consistently, including years of teaching experience and number of professional magazines and journals read regularly. Several variables, such as satisfaction with teaching and some of the attitude and belief questions, seldom entered the final equations, or entered late and contributed little to the coefficient. References and 17 tables are appended. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Wisconsin Center for Education Research, Madison.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).