School Background Variables. Comparative Study of Phase IV IGE Evaluation Project. Phase IV, Project Paper 80-7.

Autor/inn/en	Nerenz, Anne G.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	School Background Variables. Comparative Study of Phase IV IGE Evaluation Project. Phase IV, Project Paper 80-7.
Quelle	(1980), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Evaluation; Elementary Education; Elementary Schools; Grade 2; Grade 5; Individualized Instruction; Institutional Characteristics; Mathematics Instruction; Program Implementation; Programed Instruction; Questionnaires; Rating Scales; Reading Instruction; School Organization; School Surveys + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Elementarunterricht; Elementary school; Grundschule; Volksschule; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Fragebogen; Rating-Skala; Leseunterricht; School organisation; Schulorganisation
Abstract	This is one of a series of reports which provide definitions of and descriptive data on the variables used in the Comparative Study of Phase IV of the Individually Guided Education (IEG) Evaluation Project. Phase IV investigated three curriculum programs specifically designed to be compatible with instructional programming for the individual student: (1) the Wisconsin Design for Reading Skills Development (WDRSD); (2) Developing Mathematical Processes (DMP); and (3) Prereading Skills (PRS). Information on instructional methods and pupil outcomes for grades 2 and 5 was collected from achievement monitoring and domain referenced tests, teacher logs, and classroom observations. Information on background, organizational, and program variables came from questionnaires completed during structured interviews with principals, unit leaders, and teachers. This paper focuses on six background variables: Demographic Background, Teacher Experience, Interorganizational Relations, Procedures Fostering Coordination and Development of the School Program, Intraorganizational Structure, and General Implementation of the Instructional Programming Model. For each variable, the report includes a verbal definition, a list of the questionnaire items from which the variable was developed, a detailed explanation of the scaling procedures, and a description of the distribution of the variable in the 19 participating schools. (Author/BS).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC