Effects of Peer-Rated Coping and Teacher Structure on Achievement.

Autor/inn/en	Fox, Ronald B.; und weitere
Titel	Effects of Peer-Rated Coping and Teacher Structure on Achievement.
Quelle	(1978), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Classroom Environment; Coping; Elementary Education; Elementary School Students; Elementary School Teachers; Interaction Process Analysis; Longitudinal Studies; Peer Evaluation; Semantic Differential; Speeches; Teacher Behavior; Texas (Austin) + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Klassenklima; Unterrichtsklima; Bewältigung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prozessanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher behaviour; Lehrerverhalten
Abstract	A total of 1657 sixth grade pupils in 53 randomly integrated tri-ethnic classes, and their teachers, participated in a 1-year longitudinal study investigating the effects of peer-rated coping and teacher classroom structure on achievement. The subjects were given initial achievement and peer-rated general coping measures and a post achievement measure. The teachers were rated on Ryan's Classroom Observation Record, a measure of teacher classroom behaviors, from four to seven times during the year. Achievement gain for pupils was found to vary strongly with coping skill only for those initially high in achievement. Highly organized teachers could help low initial achievement, high coping students, and disorganized teachers could have a negative effect on low coping, high initial achievement pupils with respect to achievement gain. (Author/BH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC