Catalog of Holdings

Study Report

Study Number: QD-010-001-1-1-United States-ICPSR-1972

Subject Area: Education Attitudes and Behavior

Bibliographic Citation: Beginning teacher evaluation study, 1972-1978: phases III-A, III-A continuation, and III-B.  [machine-readable data file] / Far West Laboratory for Educational Research and Development  [principal investigator(s)] / Ann Arbor, MI: Inter-university Consortium for Political and Social Research  [distributor].

Originating Archive Number: 7691

Access Status: Access limited to UW-Madison campus

Documentation: Microfiche codebook.

Abstract: The California Commission for Teacher Preparation and Licensing sponsored the Beginning Teacher Evaluation Study (BTES) with funds provided by the National Institute of Education (Department of Health, Education and Welfare). The study was a multi-phase project which began in 1972 and was completed in June 1978. The overall purpose of the research program was to identify teaching behaviors which are effective in promoting learning in reading and mathematics in elementary schools. After Phase I, a general planning year (1972-1973), the Commission contracted with the Educational Testing Service (ETS) to conduct Phase II (1973-1974) of the program. During Phase II extensive field work was carried out in order to relate observed classroom behavior to student performance. The results of Phase II were used as one of the starting points for subsequent phases of the program. From 1974-1978 the BTES was conducted by the Far West Laboratory for Educational Research and Development. During those years there were three major data collection periods: Phase III-A (1974-1975), Phase III-A Continuation (1975-1976), and Phase III-B (1976-1977). A machine-readable user's manual and codebook defining the variables on file are available for these three major phases. The overall purpose of Phase III-A was to generate and explore hypotheses about effective teaching behaviors. The researchers empirically identified more and less effective teachers at grades 2 and 5 in reading and mathematics. Data relating to achievement and teacher-allocated time were collected over a period of one year. Phase III-A contains 18 files with approximately 5,500 respondents. During Phase III-A Continuation, field work was carried out to develop and refine instruments for collecting classroom process information in terms of time. Achievement tests were further developed and tested. Phase III-A Continuation includes a total of 32 files with approximately 565 respondents. In Phase III-B the academic learning time (ALT) model of classroom instruction was empirically evaluated in an extensive correlational field study. Academic learning time is an observable measure of ongoing student learning in the classroom. The design of Phase III-B produced four basic sources of data: achievement tests, teacher logs, classroom observation, and teacher interviews and rating scales. Phase III-B contains 57 files with approximately 261 respondents. A listing of technical reports generated from the study is available within the documentation.

SUBJECT TERMS: education. elementary school students. elementary schools. primary education. public school students. public schools. reading comprehension. student achievement. students. teacher-student relationships. teachers. teaching. United States.

Media/File Reports:

ICPSR Direct