NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ611223
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0924-3453
Consistency of Teaching Approach and Student Achievement: An Empirical Test.
Driessen, Geert; Sleegers, Peter
School Effectiveness and School Improvement, v11 n1 p57-79 Mar 2000
A study examined the relationship among school, class, teacher, and student characteristics in Dutch elementary schools. Results of multilevel analysis of data from 7,410 eighth graders and 1,714 teachers in 567 schools found a consistent teaching approach irrelevant to achievement levels. Student socioethnic background seemed most important. (Contains 33 references.) (MLH)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands