Selected Correlates of Effective Teacher Behavior During Concept Instruction: Their Design, Utility and Limitations.

Autor/in	Armento, Beverly Jeanne
Titel	Selected Correlates of Effective Teacher Behavior During Concept Instruction: Their Design, Utility and Limitations.
Quelle	(1977), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Classroom Communication; Classroom Environment; Concept Teaching; Educational Objectives; Elementary School Teachers; Formative Evaluation; Interaction Process Analysis; Learning; Performance Factors; Teacher Behavior; Teacher Effectiveness; Teaching Methods; Verbal Communication + Suchen Sie Ihr Suchwort? Schulleistung; Klassengespräch; Klassenklima; Unterrichtsklima; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prozessanalyse; Lernen; Leistungsindikator; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document describes the construction, implementation, and implication of selected high inference measures applied in a study of teacher effectiveness in the third, fourth, and fifth grades. Selected independent variables served as hypotheses regarding which behaviors are likely to occur during concept instruction and which are likely to be relevant to student concept learning. Two basic assumptions guided the selection of relevant behaviors: (1) Teacher behavior should be examined in terms of intent. Intent may be derived from instructional objectives. (2) Relevant process variables should be derived from existing theoretical or empirical bases that provide support for expecting certain relationships between instructional behavior and student outcomes. For this investigation, a record of classroom communication between teacher and students was made on audio-tape recordings. Analysis of classroom interaction between teacher and pupils included evaluation of how accurate and complete was the teacher's knowledge of the subject and how effective was the teacher in conveying concepts to the pupils. Teaching techniques were analyzed in the light of resulting student understanding and achievement. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01