First Steps in School: An Examination of Grade 1 in Texas Public Schools. Technical Report. Statewide Texas Educational Progress Study Report No. 4A.

Institution	Texas Education Agency, Austin. Div. of Research and Evaluation.
Titel	First Steps in School: An Examination of Grade 1 in Texas Public Schools. Technical Report. Statewide Texas Educational Progress Study Report No. 4A.
Quelle	(1997), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Methods; Educational Practices; Educational Principles; Elementary School Students; Elementary School Teachers; Grade 1; Learning Centers (Classroom); Primary Education; Public Schools; School Readiness; Student Characteristics; Teacher Attitudes; Teacher Effectiveness; Teacher Student Ratio; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Educational method; Erziehungsmethode; Bildungspraxis; Bildungsprinzip; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtsdifferenzierung; Primarbereich; Public school; Öffentliche Schule; Readiness for school; School ability; Schulreife; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrer-Schüler-Relation
Abstract	This study examined five broad research areas related to first grade in Texas public schools: (1) characteristics of first graders; (2) teachers' views of children's readiness, behavior, and academic growth; (3) programs and practices used in schools and classrooms; (4) the relation of student progress in Grade 1 to student characteristics, teacher perceptions, and reported programs and practices; and (5) long term indicators of performance related to Grade 1 students' characteristics, teacher perceptions, and reported programs and practices. Surveys were completed by 466 teachers in 99 elementary schools about their instructional practices and about each of the students (about 9,500 students across all teachers). Findings indicated that over one-half of students were ethnic minorities and almost one-half were economically disadvantaged. Teachers reported that about two-thirds of students began school ready to learn, that most showed desired learning-related behaviors in class most of the time, and that most were making average or better progress in learning. Eighty percent of teachers considered their pupil-teacher ratios to be adequate. Better student learning was associated with moderate teacher influence in site-based decision-making, at least moderate administrative support, adequate counseling and guidance programs, parent contact and parent-teacher conferences, daily enrichment activities, learning centers, and matching teaching to student learning styles. Five appendices include demographic information, learning principles for young children, the data collection instruments, and teacher survey items and data. (Contains approximately 150 references.) (KB)
Anmerkungen	Texas Education Agency, Publications Distribution, P.O. Box 13817, Austin, TX 78711-3817; phone: 512-463-9701 (Publication No. GE7-601-12, $8. Texas residents must add sales tax.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC