ERIC Number: ED346040
Record Type: RIE
Publication Date: 1992-Apr
Effects of Instructional Supervision on Pupils' Achievement.
Two experiments in instructional supervision were conducted to support teachers in changing their teaching behavior as they implemented a new math curriculum. The focus of the investigation was a method of teaching multiplication and principles of effective teaching. In the first experiment, instructional supervision, both with and without inservice meetings, was provided for a group of teachers who were then compared with teachers who received no support (control group). The supervisor observed the lesson and led a feedback session which focused on problems experienced by the teacher and suggestions for resolving the problems. Analysis of the data on implementation of the curriculum indicated that teachers who attended inservice meetings covered more material and spent more time on the curriculum than teachers from the control group. Pupils of teachers in the experimental groups were able to solve multiplication problems on a higher level of abstraction than pupils from the control group. The second experiment examined the question of whether effects on implementation of the curriculum and pupils' achievement resulted from the instructional supervision alone or from a combination of instructional supervision and inservice meetings. Results indicated that instructional supervision did not have an effect on either the degree of implementation of the curriculum or on teachers' behavior. However, pupils from the experimental groups outperformed pupils from the control group on the test based directly on the content of the curriculum. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).