Beginning Teacher Evaluation Study: Phase II, 1973-74, Final Report: Volume I. The Effects of Teaching Performances on Pupil Learning.

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1362

National Inst. of Education (DHEW), Washington, DC.

ETS-PR-76-6A

Academic Achievement; Achievement Gains; Achievement Tests; Aptitude Tests; Classroom Environment; Classroom Observation Techniques; Criterion Referenced Tests; Educational Testing; Elementary Education; Elementary School Teachers; Expectation; Grade 2; Grade 5; Mathematical Models; Mathematics; Measurement Techniques; Norm Referenced Tests; Predictor Variables; Reading; Research Design; Research Methodology; Statistical Analysis; Student Attitudes; Student Behavior; Student Characteristics; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teaching Methods; Test Reliability; Test Validity; Verbal Ability; Videotape Recordings

The Beginning Teacher Evaluation Study (BTES), Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and pupil behaviors and other factors which could influence each of them and their interrelationships and (2) generate hypotheses about the interrelationships among teacher and pupil behaviors and related factors. Forty-one second grade and 54 fifth grade experienced teachers participated in the study. This volume presents the plan of the investigation, the research strategy, the rationale for the design, the tests and methods of their selection, and the major results of the study. Actual classroom teaching was observed; pupil performance was measured in reading and mathematics. Data were also gathered on correlates of pupil learning such as verbal aptitude, cognitive style, expectations for greater or lesser success in reading and mathematics, and indices of home and community variables. Data were collected on each teacher's background and measures were made of a variety of perceptual-cognitive aptitudes, knowledge of the subjects taught and how to teach them, attitudes toward these subjects, and the teachers' expectations for each of their pupil's performances. Data were also collected on the environment of teaching to determine if differences in the organization of instruction, shared responsibility for the design of the curriculum, administrative style, and organizational climate were related to differences in teacher performances. (RC)

1976

ED127364