The Development of Classroom Procedures for Teaching Large Classes in Secondary Schools

This study was designed to investigate the extent to which a policy existed regarding the evaluation by a team of evaluators from the Center for Study of Evaluation of Instructional Programs of thirteen teachers participating in an experimental mathematics program at three Demonstration Math Centers in three junior high schools located in culturally disadvantaged areas of a large Southern California district. The investigators used a modified form of the Judgment Analysis (JAN) technique to capture the policy. Results of the study indicate that the subset of predictor variables identified as teacher characteristics contributed significantly to the group policy while another subset of predictor variables which were essentially pupil characteristics failed to make a significant contribution to the policy expressed by the evaluators.