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ERIC Number: ED473460
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship between Teacher Instructional Techniques and Characteristics and Student Achievement in Reduced Size Classes.
Fidler, Penny
This report is the second in a series based on data collected for an evaluation of the Class Size Reduction Program. This study examined the impact of the teacher on student achievement. The study used multilevel statistical techniques to examine the teaching strategies and techniques observed in the classroom that were significant predictors of student achievement as measured by the spring 2000 Stanford Achievement Test/9 reading, mathematics, and language subtests. The analysis included controlling for student-level and teacher-level characteristics that might have otherwise biased the results. Some of the control variables at the student level included pretest national curve equivalent score (spring 1999), language classification, grade-level, and socioeconomic status (measured by free or reduced-price lunch). The teacher-level predictors included credentials and years of teaching experience. Results indicate that there are specific observed teaching techniques that impact student achievement in reading and language. The use of classroom management skills is a significant predictor of reading achievement, and language achievement appears to be positively related to skills associated with individualization and engagement of students. The teaching behaviors measured did not predict mathematics achievement. Teaching status (permanent versus nonpermanent) had a positive impact on students reading, mathematics, and language posttest scores (spring 2000). English language learners in grade 2 with more experienced teachers showed larger mathematics and language gains. A similar pattern was observed for third grade. Students in both second and third grades had been in reduced size classes for 3 years. Overall results suggest that teacher experience and status (credential) and certain classroom techniques improve student achievement. An appendix outlines the teaching strategies studied, and a second appendix describes the student and teacher samples. (Contains 9 tables, 12 figures, and 19 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Los Angeles Unified School District, CA. Program Evaluation and Research Branch.