Carolyn M Evertson

Biographic Data

ID1584550
NAMECarolyn M Evertson
GIVEN NAMESCarolyn M
FAMILY NAMEEvertson
SIGNATUREEVERTSON C M
AFFILIATIONSVanderbilt University
VERIFIEDNo
TOTAL WORKS14
TOTAL CITATIONS67
AUTHOR COUNT14
EDITOR COUNT0
FIRST PUBLICATION YEAR1974
LATEST PUBLICATION YEAR2007
H-INDEX5

  • Layers and links: Learning to juggle ‘one more thing’ in the classroom

    Open AccessDeborah L Schussler, Inge R Poole et al.ARTICLETeaching and Teacher Education2007References: 8

  • On what can be learned by observing teaching

    Ginger Weade, Carolyn M EvertsonARTICLETheory Into Practice1991References: 3

    1991). On what can be learned by observing teaching. Theory Into Practice: Vol. 30, Educational Evaluation: An Evolving Field, pp. 37-45

  • Teaching practices and class size: A new look at an old issue

    Carolyn M Evertson, Catherine H RandolphARTICLEPeabody Journal of Education1989Cited by: 4References: 6

    The reduction of class size is one of a number of policy decisions with the potential for direct impact on classrooms and classroom instruction; however, little descriptive information exists about how teachers may adapt teaching practices to take advantage of possible benefits of reduced numbers of students. With few exceptions, studies of class size have examined achievement effects, but have not documented how class size affects teaching pract…

  • The construction of lessons in effective and less effective classrooms

    Open AccessRegina Weade, Carolyn M EvertsonARTICLETeaching and Teacher Education1988Cited by: 3References: 4

  • Creating conditions for learning: From research to practice

    Carolyn M EvertsonARTICLETheory Into Practice1987Cited by: 2References: 8

    Teacher educators have been increasingly admonished to use findings from on classrooms and teaching in their education of teachers, both preservice and inservice. Indeed one of the most unassailable justifications for including specific content in education programs is in the phrase research says. Although is a valid basis for the education of teachers, the issue is not simply one of using research, but of how is used (Koehler, this issue; Fenste…

  • Do Teachers Make a Difference: Issues for the Eighties

    Open AccessCarolyn M EvertsonARTICLEEducation and Urban Society1986Cited by: 5References: 12

  • Managing technical change: The human side

    Carolyn M Evertson, Carolyn Evertson et al.ARTICLEPeabody Journal of Education1985

    (1985). Managing technical change: The human side. Peabody Journal of Education: Vol. 62, Planning the School of the Future, pp. 57-59

  • Making a Difference in Educational Quality Through Teacher Education

    Open AccessCarolyn M Evertson, Willis D Hawley et al.ARTICLEJournal of Teacher Education1985Cited by: 23References: 22

    Is teacher education beneficial and worthwhile? What standards are being established for admitting students to teacher education programs? What is the relationship of these standards to teacher effectiveness? These questions and others implicit in the debate regard ing the efficacy of teacher preparation programs are discussed by Evertson, Hawley and Zlotnik. The authors review the extensive body of research surround ing preparation programs, mak…

  • Effects of Class Heterogeneity in Junior High School

    Open AccessCarolyn M Evertson, Julie P Sanford et al.ARTICLEAmerican Educational Research…1981Cited by: 6References: 3

    Classroom process data from 27 junior high school English classes in a large metropolitan school district were analyzed to assess the learning environment, classroom managerial constraints, and general teacher effects associated with teaching in classes with wide ranges of student academic entering level. A series of regression models that accounted for differences in teachers' management skill levels and entering class mean achievement levels wa…

  • Classroom Management in a Low SES Junior High: Three Case Studies

    Open AccessJulie P Sanford, Carolyn M EvertsonARTICLEJournal of Teacher Education1981Cited by: 4References: 2

  • Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes

    Open AccessCarolyn M Evertson, Charles Anderson et al.ARTICLEAmerican Educational Research…1980Cited by: 9References: 2

    Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear

  • An Experimental Study of Effective Teaching in First-Grade Reading Groups

    Linda M Anderson, Carolyn M Evertson et al.ARTICLEThe Elementary School Journal1979

  • Stability of Teacher Effects in Junior High Classrooms

    Edmund T Emmer, Carolyn M Evertson et al.ARTICLEAmerican Educational Research…1979Cited by: 1References: 3

    Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teac…

  • Solitary play: Some functional reconsiderations

    Nancy Moore, Nancy V Moore et al.ARTICLEDevelopmental Psychology1974Cited by: 10References: 4