Beginning Teacher Evaluation Study [electronic resource] : Phase II, 1973-74, Final Report: Volume V.2. Some Determinants and Consequences of Teacher Expectations Concerning Pupil Performance / Marlaine E. Lockheed.
The Beginning Teacher Evaluation Study (BTES), Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and pupil behaviors and other...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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MARC
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| 099 | |f ERIC DOC # |a ED127371 | ||
| 100 | 1 | |a Lockheed, Marlaine E. | |
| 245 | 1 | 0 | |a Beginning Teacher Evaluation Study |h [electronic resource] : |b Phase II, 1973-74, Final Report: Volume V.2. Some Determinants and Consequences of Teacher Expectations Concerning Pupil Performance / |c Marlaine E. Lockheed. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 83 p. | ||
| 500 | |a ERIC Document Number: ED127371. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: For related documents, see TM 005 524-535. |5 ericd. | ||
| 520 | |a The Beginning Teacher Evaluation Study (BTES), Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and pupil behaviors and other factors which could influence each of them and their interrelationships and (2) generate hypotheses about the interrelationships among teacher and pupil behaviors and related factors. Forty-one second grade and 54 fifth grade experienced teachers participated in the study. This volume of the final report investigates the following issues using the framework of a longitudinal, non-experimental design, and a production function analysis: (1) what are the determinants of self-induced teacher expectations, and (2) what is the magnitude of the consequences of such expectations on pupil performance. The findings suggest that although self-induced teacher expectations are generally well founded, and not negatively biased against minority students, males or females, when teachers hold higher versus lower expectations for similar students, the difference in the subsequent achievement can be as much as one standard deviation apart. This finding suggests that although the correlations between teacher expectations and subsequent student achievement are low, they should not be overlooked, as the impact on student achievement can be substantial. (RC) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Gains. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Expectation. |2 ericd. |
| 650 | 0 | 7 | |a Grade 2. |2 ericd. |
| 650 | 0 | 7 | |a Grade 5. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Reading. |2 ericd. |
| 650 | 1 | 7 | |a Student Characteristics. |2 ericd. |
| 710 | 2 | |a California Commission for Teacher Preparation and Licensing. | |
| 710 | 2 | |a Educational Testing Service. | |
| 856 | 4 | 0 | |z Full Text (via ERIC) |u http://files.eric.ed.gov/fulltext/ED127371.pdf |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED127371 |h Other scheme |i web |n 1 |