A Longitudinal Study of Primary School Classrooms and Grade 3 Performance in Texas Public Schools. Statewide Texas Educational Progress Study, Report No. 6B.

Institution	Texas Education Agency, Austin.
Titel	A Longitudinal Study of Primary School Classrooms and Grade 3 Performance in Texas Public Schools. Statewide Texas Educational Progress Study, Report No. 6B.
Quelle	(1999), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Computer Uses in Education; Educational Practices; Grade 3; Longitudinal Studies; Primary Education; Public Schools; Standardized Tests; Student Characteristics; Teacher Characteristics; Teachers; Teaching Methods; Test Results; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Computernutzung; Bildungspraxis; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Primarbereich; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Student performance in grade 3 was evaluated based on instructional practices, classroom materials, and computer use in grades 1 and 3. This longitudinal study of primary education in Texas was initiated during the 1995-1996 school year when data were collected from first-grade teachers. Teachers provided information not only on teaching practices and materials but also on student preparedness and mastery of the curriculum in core subject areas. The survey was repeated, for the same students, with third-grade teachers in 1997-1998 and supplemented with other state data and standardized test results. Almost all first- and third-grade teachers were found to be using a variety of developmentally appropriate instructional practices, and the teachers reported that the instructional materials provided very good coverage of the state-mandated curriculum elements. More than 80% of the students were using computers once a week. Differences in student performance were not associated strongly with any of these factors, perhaps because so few differences were found in the factors themselves. The student performance measures based on teacher assessment and standardized testing were highly correlated with one another. Student performance was strongly related to student readiness to learn and self-help skills. In some cases, poorer student performance appeared to be associated with the absence of relatively specialized instructional materials. (Contains 5 tables, 6 figures, and 27 references.) (Author/SLD)
Anmerkungen	Texas Education Agency, Publications Distribution, 1701 North Congress Avenue, Austin, TX 78701-1494 ($4). Tel: 512-475-3523.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC