Correlates of Teacher Effectiveness in Social Science Concept Instruction.

Autor/in	Armento, Beverly Jeanne
Titel	Correlates of Teacher Effectiveness in Social Science Concept Instruction.
Quelle	(1977), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Classroom Communication; Classroom Environment; Concept Teaching; Educational Objectives; Educational Research; Educational Theories; Elementary Education; Elementary School Teachers; Essays; Learning; Performance Factors; Social Sciences; Student Behavior; Teacher Behavior; Teacher Education; Teacher Effectiveness; Teaching Methods; Verbal Communication + Suchen Sie Ihr Suchwort? Schulleistung; Klassengespräch; Klassenklima; Unterrichtsklima; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Essay; Aufsatzunterricht; Lernen; Leistungsindikator; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the relationship between selected teacher and student verbal behaviors occuring during social science concept instruction and the residual class mean scores of third, fourth, and fifth grade students on a test of the social science concept specialization. Twenty pre-service teachers and two experienced teachers were the teacher subjects; 312 elementary school pupils participated in the study. Each teacher conducted two lessons with a randomly selected class on consecutive days. Instruction was conducted in a discussion mode and was audiotaped for later analysis. Three instruments were developed to record and quantify the teacher and student behaviors. Students were pretested two days prior to instruction and were posttested immediately following the second lesson. Findings indicated that students made greater gains in learning social science concepts when teachers adequately defined and gave examples of concepts, when concept instruction was relevant to instructional objectives, and when teachers expressed enthusiasm over the content of the lesson. Findings also implied that the more students verbally manipulate relevant concept dimensions, the stronger will be the achievement. It is suggested that further research on teacher behavior is necessary in order to build an empirical base from which theories on teaching may be derived. (Author/JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01