Beginning Teacher Evaluation Study: Phase II, 1973-74, Final Report: Volume V.1. The Relationship of Teacher Aptitudes to Teaching Behavior. [Report No.: ETS-PR-76-12

Autor/in	Ekstrom, Ruth B.
Institution	California State Commission for Teacher Preparation and Licensing, Sacramento.; Educational Testing Service, Princeton, NJ.
Titel	Beginning Teacher Evaluation Study: Phase II, 1973-74, Final Report: Volume V.1. The Relationship of Teacher Aptitudes to Teaching Behavior. [Report No.: ETS-PR-76-12
Quelle	(1976), (38 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aptitude; Aptitude Tests; Correlation; Elementary Education; Elementary School Teachers; Factor Analysis; Factor Structure; Grade 2; Grade 5; Mathematics; Reading; Teacher Behavior; Teacher Effectiveness; Teaching Skills + Suchen Sie Ihr Suchwort? Eignung; Aptitude test; Eignungsprüfung; Eignungstest; Korrelation; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Faktorenstruktur; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Mathematik; Leseprozess; Lesen; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	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 focuses on the relationship between teacher aptitudes and teacher behavior. A battery of 15 aptitude tests was administered to the second and fifth grade teachers participating in the study. Different factor structures were found for teachers at the two grade levels and were interpreted as verbal fluency, memory, reasoning, and flexibility. These four factors were entered into a path analysis to determine the direct effect of the aptitudes on teaching behavior. Aptitude-teaching behavior relationships appeared to be specific to either the grade level or to the subject being taught suggesting that teachers perceive the demand of these grades and subjects to be different and that they may select different teaching styles according to the demands of the instructional task. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01