Achievement, Creativity, and Self-Concept Correlates of Teacher-Pupil Transactions in Elementary School Classrooms. [Report No.: CRP-1352

Autor/in	Spaulding, Robert L.
Institution	Hofstra Univ., Hempstead, NY.
Titel	Achievement, Creativity, and Self-Concept Correlates of Teacher-Pupil Transactions in Elementary School Classrooms. [Report No.: CRP-1352
Quelle	(1965), (230 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Classroom Research; Elementary School Teachers; Grade 4; Grade 6; Observation; Self Concept; Student Improvement; Student Teacher Relationship; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Evaluation; Teacher Influence; Teaching Styles + Suchen Sie Ihr Suchwort? Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Beobachtung; Selbstkonzept; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrstil; Unterrichtsstil
Abstract	This report describes the second phase of a continuing analysis of the recorded classroom behavior of superior teachers in transaction with pupils. The problem was to discover ho w teaching method and style affected pupil personality development and educational progress. Eight hypotheses were tested, using 21 teachers of 507 fourth and sixth graders of high socioeconomic background. There is a significant relationship between the placement o f a child in a superior classroom and subsequent self-esteem, academic achievement, and creative thinking. Height of self-concept was related to socially integrative, learner-supportive teacher behaviors. Predictions of superior reading and mathematical achievement taught by academically oriented teachers and higher self-concepts in classrooms with counselor-type teachers were unsupported. Superior pupil originality with creative teachers was unsupported. High degree of private communication with pupils yielded high self-esteem. Little support was given to the predicted relationships with democratic teacher behavior. Sequential analyses of teacher transactions with different types of children were recommended. (DO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01