Investigations of Stability in Junior High School Math and English Classes: The Texas Junior High School Study. Research and Development Report No. 77-3.

Autor/inn/en	Evertson, Carolyn M.; und weitere
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Investigations of Stability in Junior High School Math and English Classes: The Texas Junior High School Study. Research and Development Report No. 77-3.
Quelle	(1977), (186 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Comparative Analysis; Correlation; Data Analysis; English Instruction; Junior High School Students; Junior High Schools; Mathematics Instruction; Predictor Variables; Reliability; Secondary School Teachers; Student Behavior; Student Evaluation of Teacher Performance; Teacher Behavior; Teacher Effectiveness; Teacher Evaluation; Teaching Styles; Test Reliability + Suchen Sie Ihr Suchwort? Korrelation; Auswertung; English langauage lessons; Englischunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Prädiktor; Reliabilität; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrstil; Unterrichtsstil; Testreliabilität
Abstract	The stability of classroom behavior is examined from several perspectives: (1) the relative consistency of teacher behavior in two different sections of the same course taught concurrently; (2) the relative consistency of student behavior in math and English classes attended concurrently; and (3) differences in student and teacher behavior in math vs. English classes (to determine the effects of subject matter on teacher and student behavior). In general, stability coefficients obtained here were much higher than those expected on the basis of earlier research on stability in courses taught successively rather than concurrently. Even so, high inference ratings were more stable than low inference counts of discrete behaviors, and many behaviors did not occur often enough to allow stable measurement, despite intensive observation. The data are discussed with reference to implementing different treatments in experimental studies in order to document the differential effects, and in reference to the possibility of linking teacher stability on clusters of variables with information about student outcomes. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC