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DOCUMENT RESU19 \:111) 147 278 95 SP 011 870 ,AOTHOR . Berliner, David C.; And Others TITLA Experimental. TeaChing Units and the Identification of a Special Sample of Classrooms for Conducting Research on Teaching. BeginniRg Teacher Evaluation Study. technical Report 76-12-1: INSTITUTION. Far West Lab.' for Educational Research and Development, San Francisco, Calif. SPONS AGENCY National Inst. of Education (DREW), -Washington, D.C. 'PUB DATE 15 Dec 76 TACT 400-75-0001 .NOTE :445p. EDES PRICE BP-$0.83.HC-$23.43 Plus Postage. DESCNIPTORS Academic achievement; *Classrocm Resbarch; *Classroom -Techniques; *Comparative Testing; *EffCtive Teaching; Elementary School Teachers; *Measurement Techniques; Performance Factors; *Research and Instruction Units; *Talent Identification; Teacher Behavior;.Teacher Characteristics;Teacher Evaluation; *Teaching Styles ABSTRACT To study the teaching-learning prccess in classrooms, tsmall sample cd. carefully selected teachers at the'second- and fifth-grade levels were identified for one phase cf the Beginning, Teadhex Evaluation Study. A unique characteristic of this sample was' that it included twenty teachers identified as relatively more -4.ffective in influencing achievement gains in theirclasses and twenty teachers identified as relatively less effective in their ability-to teach certain objectives. Procedures and data related to the identification of these two diSparate groups cf teachers from a larger sample- are described in this report. The teachers in the larger sample taught two -week; experimental units in reading and mathematics, -and students completed pre- and post-tests. The smaller sample was selected based on information obtained fro' the, student tests and classroom observation. (Authors) ***44**40.************************************************************* * . Documents acquired by ERIC Anclude manyinfcrtaal unpublished * * materials not available from other sources. ERIC makes every effoL4-* * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the'quality * *,of the riorofiche and hardcopy reproductions ERIC .makes available - * via the ERIC Document Reproduction Service (EDRS). EDRSiis not * * riksponsible for the quality of the original document..R productions * * supplied by. EDtS are the best that can be made from the original. * ***************************************************************4******* k)S OEPAQTMEN-7 OF HEALTH EOUCATrON,tv4FI-FUE NAT.ONA. INST,TUTE OF FlDkiCAT0 '4 4-Z enaorsement oy wen' wivulu um fitc ., ' .. .., . , . 4 ... t - , ,.. TECHNICAL REPORT 76-12-1 EXPERIMENTAL TEACHING UNIf5,AND THE IDENTIFICATION OF A SPECIAL SAMPLE OF CLASSROOMS FORCONDUCTING RESEARCH ON TEACHOG 1 by David C. Berliner Nikola N. Filby Richard S. Marliave. Jeffrey E. Moore William J. Tikunoff December 15, 1976 4.14..4k Submitted to: .N California(CommisS'ion for Teacher Preparation and Lcensing 1020 "0" Street Sacramento., CA 95814 O a. 4. I 4* \ %lb . ' Far West' Laboratory for Educational ResearchDevelopment 1855 Folsom Street , N San,Francisco, CA, 94103 . \ / . N A ., a I I. .4 S. -4 This work was completed pursuant to Contract #400-75-0001 betweenthe, Department of Health, 4iucation and Welfare, National Institute of , Education and the Californid.0 mmission for Teacher Preparation and Licensing. , . 4 . , /' I .. The Far West Laboratory for EducationalResearch and DeveTopmeiit, 1855 Folsom Street, San Francisco, California 94103, isa nonprcV organization supported in part by the United States Office of EduAtion and the National Institute of,Education, Department of Health, Education, and Welfare.' The opinions expressed in this publication do notneces-. sarily reflect the position or policy of these agencieY,-andno official endorsement by them should be inferred. 7 O O . ABSTRACT .. TO study the teaching-learning prOcet's in classrooms, a sma 1.4ample of carefuhlly selected teachers at the second and, fifth gradesj/ere'dentified. ( A unique characteristic of this sample was that it included tweny 'teachers op identified as relatively more effective in inf luencing achieveme t gains in I. their classes and twenty teachers identified as relatively less effective in their ability to teach certain objectiVes. Procedures and data related,to the identification of these two disparate groups of teachersare desctibed in this 'report. a 14, 4 . TABLE .0FCONTENTS'. AV*, . ABSTRACT . I. INTRODUCTION . _ . II. DEVELOPMENT OF THE EXPERIMENTAL TEACHING 4 , Experimental Teaching Unit for Second Grade Reading 5 Experimental Teaching Unit for Second Grade Mathematics . -5 Experimental Teaching Unit for Fifth Grade Reading Experimental Teaching Unit for Fifth Grade Mathematics 9 Creation of the Final Versions of the Experimente- Teaching Units 11 I tg, III. RECRUITMENT. OF THE INITIAL SAMPLE OF TEACHERS 12 IV. DATA COLLECTION PROCEDURES. 15 . t V. RELIABILITY OF THt_ETU JESTS . 16. VI._ SELECTION OF THE KNOWN SAMPLE ,, - 17 : VII. VALIDITY STUDY__GE_THE KNOWN SAMPLE 32 VIII. CRITICAL RESPONSES TO ETUs O 40 ft, X. SUMMARY 42 ; , BIBLIOGRAPHY 44 APPENDIX A - Test Given as Pre-test hnd Posttest for the Second . Grade ETU in Reading 1 APPENDIX B- Testers Manual for Administration Of-the Pre-test and Posttest Accompanying the Sectihd Grade ETUn Reading B-1 APPENDIX C- lire Second Grade U in Reading C-1' APOENDIX'D- est Given as Pry- -test and Posttest for tbe, Second Grade ETU in Mathematics D-1 . APPENDIX E Te1ters Manual for Administration of the Pre-teit an&Posttest Accompanying tbe Second Grade ETU,in Matbemattcs - APPENDIX F - The 'Second Grade ETU in Mathematics APPENDIX G 7 TegGiven as Pre-test,anc Posttest for the Fifth Grade ETU in Reading G -1 (-It)., `r 000 Table of Contents (continued) APPENDIX H-Tester's .Manual for Admtnrstration of the Pre-test and Postteit,Accompanying theFifth Grade E'TU in Reading w 'H-1 APPENDIX I-The Fifth Grade ETV in Reading I-1 APPENDIX J - Test, Given -as .Pe-test and Poshest for the Fifth , ' Grade ETU in Mathematics , J-1 'APPENDIX K - Testers Manual for Administration of'th-ePre-test . and PosttestifAccompanyjng the Fifth Grade ETU_ in t JG Mathematics; . G. ) APPENDIX The Fifth Grade ETU in Mathematics.. !) 1 4 0 O I iv -.% I , LIST OF TABLES 4 s 4 -.. .7 So Table*1 - Lowest Third of Pre:-Vst'Scores as Measured by the Pre-test Associated-with the Second Grade ETU in Reading 20 Table 2 - Middle Third of Pre-test Scoresas MeaSured by the Pre-test' Associated with the Second Grade ETU in Reading. 21 .' Table 3- Highest .Third of Pre -test cores as Measuredby the Pre-test . , Associated With the Second Grade ETU in Reading, 22 Table 4 - Lowest Third of Pre-test SCores as Measured b .the Pre-test Associated with the Second'Grade ETU in Mat ematic$ . 2. 23 Table 5 - Middle Third of Pre-test Scorbs.as Measured `by the Pre-test Associated with the' Second Grade ETU in Mathematics. 24 . Table 6.- Highest Third of Pre-test Scoresas Mgaiured by the Pre-test Associated with the Second Grade ETU in Mathematics. 25 , . Table 7 - ,Lowest Third Of Pre-test Scores as Measured by the Pre-test. .Assotiated with the Fifth Grade ETU in Reading 2b ,4 Table 8 - Middle Third of Pre-test-Scoresas Measured,by the Pre-test . AssoCiated-with, the'Fifth Grade pU in Reading ' 27- Table 9 - Highest Third of Pre-test Scoresas Measured byqhe:Pre-test Associated with the Fifth Grade.gtWin Reading 28 Table 10 - Lowest Third of Pre:-test C, Scor esasiMeasured by the Pre-test : Associated' with the Fifth Grade ETU in Mathematics 29 Table 11 - Middle Third of Pre-test Scoresas Measured by the Pre-test , Associated with the Fifth Grade ETU in Mathematics 30 - , , Table 12- Highest Third of Pre-test Scores as MeAured hy the Pre -test Associated with the-Fifth Grade 'ETU in Mathematics..... - . 31 . ;, . , . , Table 13- Intercorrelations Between Readipg and MatheMatics Pre-tests,. PosttestS-, and Gain Scorei for Twenty Secrd, Grade Known . Sample Classes .- . k 33 Table 14 -, Ihtercorrelations'BetweenReading and MathematicsPre- tests, - Posttests, and Gain Scores for Twenty Fifth Grade Known. Sample Classes 34 Table 15- Mean Gaihs on Various Tests for Second Grade Teacheri Identified as More and Liss Effective 38 / Table 16 - Mean' Gains on Vailous Test's for Fifth GradeTeachers Identified as More and Less,Effective.. : . , . 39 e 4 9 IN. ft / I.- INTRODUCTION Ohe goal of Phase III-A of the Beginning Teacher Evaluation Studywas to generate hypotheses. bout whiCh teacher behaviors' to study when-conducting classroom-based--reslarch on.teachihg. Some clues about important variables come from the e4tani literature (e.g.,Rosenshine, 1971; Duncan and Biddle,. 1974). Some'additional knowledge about theimportanceof patticularvariables comes from otherphases of the research conducted. for the'California Commission O 1 . for Teacher Preparation and Licensing (e.g.., McDonald and Elias, 1976). However', .even with these scources, determining which variables have,the potential to affect student achievement' is not an easy task. The Laboratory approach to this task required the identification ofa C, Ismail sample of teachers that were known to be moreor less effective in f their ability to facilitate strident achieveMent. If teachersviry markedly in their ability to affect student achievement, then any differencesbetween 4 , teachers in,teachihd behavior and insttuctiOnat techniqueare potential . k explanations for the difference in athi vement. Intensive study of extreme groups should provide_ plausible hypothes about
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