School Bureaucratization and Student Achievement: Towards Modeling Administrative Behavior in Teachers. Final Report.

Autor/in	Anderson, Barry D.
Institution	Washington Univ., St. Louis, MO.
Titel	School Bureaucratization and Student Achievement: Towards Modeling Administrative Behavior in Teachers. Final Report.
Quelle	(1975), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Affective Behavior; Analysis of Covariance; Elementary Education; Longitudinal Studies; Mathematics Education; Models; Multiple Regression Analysis; Organization; Predictive Measurement; Predictor Variables; Statistical Analysis; Student Attitudes; Student Behavior; Student Characteristics; Student Teacher Relationship; Teacher Behavior; Teacher Influence + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Affective disturbance; Active behaviour; Affektive Störung; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Analogiemodell; Organisation; Organisationsstruktur; Prädiktor; Statistische Analyse; Schülerverhalten; Student behaviour; Teacher behaviour; Lehrerverhalten
Abstract	This paper reports a model of the impact of teacher behavior on student achievement. Estimates of the model's efficiency are obtained and its utility tested on a second set of data. Methodological and theoretical frameworks are from sociologists interested in contextual affects phenomena. Data were collected from 374 students during 1971-73. Using standard regression procedures, a model was constructed of the relationship between teacher behavior and student outcomes for 1971-72. The model was verified on 1972-73 data. The findings are ambiguous. The first year model is satisfactory as a post hoc predictor. It is less satisfactory applied to the second year data. The methodology, however, is an advance for the study of the consequences of administrative behavior on the part of teachers. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01