Variance and Context Differences in Teaching at Differentially Effective Schools

ABSTRACT This study follows up on recent research exploring the differences in teaching within more or less effective schools. Results verify that teachers in more effective schools score consistently higher on indices of effective teaching than those in typical or less effective schools. Furthermore, teachers in more effective schools demonstrate less variance in teaching behaviors, indicating more formal or informal socialization at the school level. Additional differences in mean and deviation scores were noted between elementary and junior high schools, suggesting differential school processes at operation in those two levels.