Process-Product Relationships in Fourth Grade Mathematics Classrooms.

Autor/inn/en	Good, Thomas L.; Grouws, Douglas A.
Institution	National Inst. of Education (DHEW), Washington, DC.
Titel	Process-Product Relationships in Fourth Grade Mathematics Classrooms.
Quelle	(1975), (123 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Classroom Environment; Elementary Education; Elementary School Mathematics; Instruction; Mathematics Education; Research; Student Participation; Student Teacher Relationship; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Performance; Leistung; Klassenklima; Unterrichtsklima; Elementarunterricht; Elementare Mathematik; Schulmathematik; Teaching process; Unterrichtsprozess; Mathematische Bildung; Forschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This volume is the final report of a study of teacher effectiveness. the research, sponsored by the National Institute of Education, was designed to relate student achievement in fourth-grade mathematics to teachers' use of various strategies and to classroom environmental factors. Six clusters of variables were found to be strongly associated with teacher effectiveness: (1) student initiated behavior, (2) whole-class instruction, (3) general clarity of instruction, (4) a nonevaluative and generally relaxed environment, (5) higher achievement expectations, and (6) classrooms that were relatively free of major behavior disorders. This report includes the following analyses of data obtained from the Iowa Test of Basic Skills and from classroom observation: (1) correlational and analysis of variance results linking process measures with mean residual achievement; (2) discriminant analyses of significant process relationships (testing the extent to which process measures discriminant high and low teachers); (3) data describing where teachers obtain their gains; and (4) correlation of process data with classroom climate scores and data describing the relationship between residual mean achievement scores and classroom climate scores. (SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01