Howard Ebmeier
Biographic Data
| ID | 1604288 |
|---|---|
| NAME | Howard Ebmeier |
| GIVEN NAMES | Howard |
| FAMILY NAME | Ebmeier |
| SIGNATURE | EBMEIER H |
| AFFILIATIONS | University of Kansas |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 2 |
The Comparability and Adequacy of Financial Support for Schools of Education
Three questions are addressed: (a) Has funding, in both constant and real dollars, for schools of education changed over the last 10 years? (b) Where do schools of education stand relative to other academic units with respect to funding? and (c) Has this rank changed over time? Results from data collected from six major research universities over the last 10 years indicate that schools of education do not hold a favorable position in the research…
Empirical linkages among principal behaviors and intermediate outcomes: Implications for principal evaluation
This article examines the causal relationships among principal behaviors, school organizational processes, and intermediate outcomes in the school context. Hoy and Miskel's (1987) adaptation of Parsons’ (1960, 1961) four organizational functions for schools and Pitner's (1988) causal model for principal effects provided the theoretical framework. Multiple intermediate outcomes were employed to determine school and principal effectiveness. Teacher…
The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth Grade Students
Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and…
Teaching Mathematics in High and Low SES Classrooms: An Empirical Comparison
The purpose of this paper is to compare the relative effectiveness of a common set of instructional behaviors for fourth grade mathematics students across two different SES settings
The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth Grade Students
Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and…
Empirical linkages among principal behaviors and intermediate outcomes: Implications for principal evaluation
This article examines the causal relationships among principal behaviors, school organizational processes, and intermediate outcomes in the school context. Hoy and Miskel's (1987) adaptation of Parsons’ (1960, 1961) four organizational functions for schools and Pitner's (1988) causal model for principal effects provided the theoretical framework. Multiple intermediate outcomes were employed to determine school and principal effectiveness. Teacher…
The Comparability and Adequacy of Financial Support for Schools of Education
Three questions are addressed: (a) Has funding, in both constant and real dollars, for schools of education changed over the last 10 years? (b) Where do schools of education stand relative to other academic units with respect to funding? and (c) Has this rank changed over time? Results from data collected from six major research universities over the last 10 years indicate that schools of education do not hold a favorable position in the research…
Teaching Mathematics in High and Low SES Classrooms: An Empirical Comparison
The purpose of this paper is to compare the relative effectiveness of a common set of instructional behaviors for fourth grade mathematics students across two different SES settings
The Effects of Instructing Teachers about Good Teaching on the Mathematics Achievement of Fourth Grade Students
Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and…
Empirical linkages among principal behaviors and intermediate outcomes: Implications for principal evaluation
This article examines the causal relationships among principal behaviors, school organizational processes, and intermediate outcomes in the school context. Hoy and Miskel's (1987) adaptation of Parsons’ (1960, 1961) four organizational functions for schools and Pitner's (1988) causal model for principal effects provided the theoretical framework. Multiple intermediate outcomes were employed to determine school and principal effectiveness. Teacher…
The Comparability and Adequacy of Financial Support for Schools of Education
Three questions are addressed: (a) Has funding, in both constant and real dollars, for schools of education changed over the last 10 years? (b) Where do schools of education stand relative to other academic units with respect to funding? and (c) Has this rank changed over time? Results from data collected from six major research universities over the last 10 years indicate that schools of education do not hold a favorable position in the research…
Mathematics education (4 works) · Psychology (4 works) · Academic achievement (2 works) · Mathematics (2 works) · Pedagogy (2 works) · Achievement test (1 works) · Business (1 works) · Causal model (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Collaborative Teaching and Inclusion (1 works)