Interim Progress Report: The Classroom Organization Study. Correlates of Effective Teaching. [Report No.: R&D-6002

Autor/inn/en	Evertson, Carolyn M.; Anderson, Linda M.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Interim Progress Report: The Classroom Organization Study. Correlates of Effective Teaching. [Report No.: R&D-6002
Quelle	(1978), (117 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Class Organization; Classroom Observation Techniques; Classroom Techniques; Elementary Education; Elementary School Teachers; Evaluation Criteria; Interviews; Questionnaires; Teacher Behavior; Teacher Effectiveness; Teacher Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Fragebogen; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study described here was designed to answer questions about effective instruction in low socioeconomic status (SES) elementary schools by focusing on classroom organization and management, especially what specific steps are important at the beginning of the year. This progress report details the history of the study, describes data collection activities, and proposes future collaborative activities to follow. Interviews, questionnaires, classroom observation, and student engagement ratings are used to gather and analyze data. Appendices provide examples of: (1) a proposal for the research to be conducted: (2) the handout given to participating teachers to describe the study; (3) outlines and follow-up questions; (4) the manual for student engagement ratings; and (5) guidelines for using component ratings. The purpose was to discover what strategies work best and what mistakes can prevent a smoothly running classroom from developing. (DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01