Beware the Jabberwock, My Son! The Jaws that Bite, The Claws that Catch! Measuring School District Outputs by School District Inputs.Reportar como inadecuado




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This study attempted to identify school district factors that contributed to variation in aggregate levels of student achievement in reading and mathematics. A number of independent variables were used to attempt to identify district level factors that impacted aggregate levels of student achievement. These included measures of pupil-teacher ratios, administrative intensity, the number of professional support staff, teacher qualifications, fiscal resources, per pupil cost, size, and the number of minorities. A survey instrument was developed to measure teacher perceptions about eight organizational features of school districts. Data were collected from 50 randomly selected Nebraska school districts, and teacher survey responses were received from at least 3 teachers in each of 38 of these districts. Findings contradict some conventional beliefs about what contributes to student achievement. No significant relationship was found between size and achievement, and no significant relationship was found between teacher education and student achievement. It is quite possible that there was some peculiarity about the sample of schools that caused these contradictions, but findings do show the complexity of explaining aggregate achievement results. Appendixes contain the survey and the poem by Lewis Carroll, "Jabberwocky," that inspired the title of the report. (Contains 15 references.) (SLD)

Descriptors: Elementary Secondary Education, Institutional Characteristics, Mathematics Achievement, Reading Achievement, School Districts, School Size, Teacher Attitudes, Teacher Education, Teacher Surveys











Autor: McLellan, Kent; West, Jeff; Bryant, Miles

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7032&id=ED476860







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