High-Inference Behavioral Ratings as Correlates of Teaching Effectiveness.

Autor/inn/en	Evertson, Carolyn M.; Brophy, Jere E.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	High-Inference Behavioral Ratings as Correlates of Teaching Effectiveness.
Quelle	(1973), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Classroom Observation Techniques; Elementary School Teachers; Grade 2; Grade 3; Rating Scales; Research Reports; Teacher Behavior; Teacher Effectiveness; Teacher Evaluation; Metropolitan Achievement Tests + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Rating-Skala; Research report; Forschungsbericht; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	Several high inference ratings were made on a sample of 31 second- and third-grade teachers selected for study because of their consistency in producing student gains on the Metropolitan Achievement Test over three successive years. Data consist of scales, checklists, and percent estimates filled out by coders after or during classroom observations of the selected teachers. Both intra- and inter-rater reliabilities are reported. High and low correlations between these measures and a measure of teacher effectiveness in producing pupil achievement gains are presented and discussed. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC