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ERIC Number: ED388652
Record Type: Non-Journal
Publication Date: 1995-Aug-31
Pages: 33
Abstractor: N/A
Reference Count: N/A
Long-Term Effects of a Staff-Development Program on Effective Instruction and Classroom Management for Teachers in Multi-Grade Classes.
Veenman, Simon; Raemaekers, Jan
This paper describes the long-term effects of a staff-development program, "Dealing with Multi-Grade Classes," based on selected findings from teaching-effectiveness research in schools with multi-grade or mixed-age classes. The short-term effects were examined in two studies conducted in 1986-87 and 1989-90. In 1992 a follow-up study was conducted. A quasi-experimental, treatment-control group design was used to test the long-term effects of the program and the effects of coaching. Based on pre- and post-training classroom observations, the follow-up study revealed a significant treatment effect for the time-on-task levels of the pupils in the multi-grade classes and for the instructional and classroom management skills of the teachers. No significant differences were found between the coached and un-coached teachers and between the teachers who received the training program either 2 or 5 years ago. No significant differences were found between the post-test and retention test scores. This suggests that the training results were quite stable. No indication of further growth in the executive control of the selected instructional and classroom-management skills was found. No significant differences in achievement were found between the pupils in classes with trained teachers and the pupils in classes with untrained teachers. (Contains 33 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands