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Teacher Differences as Reflected in Student Aptitude-Achievement Relationships [microform] / Katherine D. Baker and Richard E. Snow
Bib ID 5230393
Format BookBook, MicroformMicroform, OnlineOnline
Author
Baker, Katherine D
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972 
27 p. 
Summary

The purpose of this study was to explore the possibility that the relationships between students' aptitudes and achievements differ from teacher to teacher. If this were so, it would suggest that teacher effectiveness can not be described adequately by measures of average class achievement. The report demonstrates the use of univariate and bivariate regression analyses to study differences among teachers. The subjects were teacher trainees and paid volunteer high school students who participated in Stanford's Teacher Education Program (STEP) in the summer of 1967. Data were obtained from the Intern Data Bank, a collection of information about teaching interns at Stanford. The regression analysis approach to this question is demonstrated and discussed; student aptitude-achievement relationships did not vary substantially among the teachers studied, although some individual teachers displayed distinctive patterns. A 10-item bibliography and figures are included. (Author)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC.

Contract Number: OEC-6-10-078.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Academic Aptitude.  |  Student Reaction.  |  Student Teacher Relationship.  |  Teacher Behavior.  |  Teacher Characteristics.  |  Teacher Effectiveness.  |  Stanford Teacher Education Program  |  STEP
Other authors/contributors Snow, Richard E., author  |  Stanford Univ., CA. Stanford Center for Research and Development in Teaching
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