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NCJ Number: 141111 Add to Shopping cart Find in a Library
Title: Assessing the Stability of Teacher Behavior
Journal: Journal of Educational Psychology  Volume:76  Issue:6  Dated:(1984)  Pages:1000-1027
Author(s): D Rogosa; R Floden; J B Willett
Date Published: 1984
Page Count: 28
Sponsoring Agency: US Dept of Education
Washington, DC 20202
Grant Number: NIE-G-81-0087
Type: Research (Applied/Empirical)
Format: Article
Language: English
Country: United States of America
Annotation: Statistical procedures are developed and used to study the stability of teacher behavior over time. Two research questions are examined: whether the behavior of an individual teacher is consistent over time and whether individual differences among teachers are consistent over time.
Abstract: The researchers concentrated on developing appropriate statistical models and procedures for analyzing three basic types of data used to describe teacher behavior: behavior count data that records the frequency of a given behavior; Bernoulli trial data in which the number of times a behavior occurs is counted against the total number of opportunities for its occurrence; and quantitative measures, including high- inference measures, derived quantities, or a quantity. The statistical procedures to measure the consistency over time of the behavior of an individual teacher must assess the viability of the relevant homogeneity hypothesis and estimate the amount of heterogeneity. Three approaches to assessing stability among teachers have dominated previous research: computation of correlations among observation times, application of generalizability theory, and estimation of occasion effects in repeated measures analysis of variance. Finally, the authors formulate two related research questions for stability across different contexts, i.e., subject matter or class composition. 10 tables, 3 figures, 11 notes, 82 references, and 2 appendixes
Main Term(s): Behavior patterns; Educators
Index Term(s): Mathematical modeling
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