An Experiment on Teacher Effectiveness and Parent-Assisted Instruction in the Third Grade.

Autor/inn/en	Gage, N. L.; und weitere
Institution	Stanford Univ., CA. Center for Educational Research at Stanford.
Titel	An Experiment on Teacher Effectiveness and Parent-Assisted Instruction in the Third Grade.
Quelle	(1978), (196 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Aptitude Treatment Interaction; Classroom Observation Techniques; Data Analysis; Elementary School Teachers; Grade 3; Inservice Teacher Education; Parent Participation; Primary Education; Program Effectiveness; Student Improvement; Study Skills; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Auswertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Lehrerfortbildung; Elternmitwirkung; Primarbereich; Studientechnik; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Correlational findings from four major teacher effectiveness studies were incorporated into a teacher training program whose preliminary results are presented in this set of five papers. N.L. Gage begins by briefly introducing this program's background and rationale. The second paper, Experimental Effects of In-Service Teacher Training Derived from Process-Product Correlations in the Primary Grades, by John Crawford and Jane Stallings, examines teaching skills which are associated with student achievement; instructions for developing teachers' skills are appended. Lyn Corno, in Effects of Parent Instruction on Teacher Structuring and Student Participation in the Third Grade: An Aptitude-Treatment Interaction Approach, discusses the effectiveness of a parent assisted program to develop students' cognitive and behavioral processes which promote successful adjustment to school. Although student attrition and aptitude treatment interaction complicate the analysis of program effects, results are generally positive. In the fourth paper, Nicholas Stayrook and John Crawford present preliminary findings from the analysis of classroom observational data. Finally, Alexis L. Mitman discusses Teacher Self-Report in an Experiment on Teacher Education and Effectiveness. Teachers' reactions to their training and factors affecting teacher training implementation are valuable in interpreting other findings. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC