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ERIC Number: ED418119
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 36
Abstractor: N/A
Reference Count: N/A
Classroom Instructional Processes: A Review of Existing Measurement Approaches and Their Applicability for the Teacher Followup Survey. Working Paper Series.
Mullens, John E.
This paper describes current efforts to collect data on classroom instructional processes and to recommend ways to advance those efforts. The paper begins with a review of current survey methods for gathering such data; it continues with an evaluation of their appropriateness for use in the Teacher Followup Survey (TFS) (Schools and Staffing Survey); and it concludes with a recommendation for the 1994-95 TFS of specific types of survey items that would provide national estimates of important elements of classroom instructional processes. It then briefly establishes the criteria by which existing approaches to data collection are evaluated. These are: (1) relationship to student achievement; (2) relevance to policy; (3) appropriateness for the TFS sample; and (4) item level of specificity. Within the parameters of the four critical dimensions encompassing the instructional process and related elements--pedagogy, professional development, instructional materials and technologies, and topical coverage within courses--existing measurement approaches are presented, described, and analyzed. Finally, by employing the evaluation criteria to assess the appropriateness and applicability of these approaches for incorporation in the TFS, an approach is recommended that is suited to the particular requirements of that nationally representative sample. Survey instruments are listed in an appendix. (Contains 11 references.) (SLD)
U.S. Department of Education, Office of Educational Research and Improvement (ED), National Center for Education Statistics, 555 New Jersey Avenue, N.W., Washington, DC 20208-5652.
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.; American Institutes for Research in the Behavioral Sciences, Washington, DC.