Setting Variables, Classroom Interaction, and Multiple Pupil Outcomes. Final Report.

Autor/inn/en	Soar, Robert S.; Soar, Ruth, M.
Institution	Florida Univ., Gainesville. Inst. for Development of Human Resources.
Titel	Setting Variables, Classroom Interaction, and Multiple Pupil Outcomes. Final Report.
Quelle	(1978), (119 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Anxiety; Classroom Techniques; Cognitive Style; Elementary Education; Formative Evaluation; Individual Differences; Interaction Process Analysis; Locus of Control; Racial Differences; Sex Differences; Socioeconomic Status; Student Characteristics; Student Motivation; Summative Evaluation; Teacher Behavior; Teacher Effectiveness; Teaching Styles + Suchen Sie Ihr Suchwort? Schulleistung; Angst; Klassenführung; Cognitive styles; Kognitiver Stil; Elementarunterricht; Individueller Unterschied; Prozessanalyse; Rassenunterschied; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Schulische Motivation; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil
Abstract	Four general problems (two substantive, two methodological) were addressed in a research project: (1) Does the nature of the pupil or the setting make a difference in the teaching style which is most effective? (2) Does the cognitive level of the learning objective make a difference? (3) How can relationships within the classroom be analyzed? and (4) How should composite measures of classroom behavior be formed? Chapter one of this final report presents a brief overview of the project, which tested relationships between teaching style and pupil gain in a first and a fifth grade sample of pupils who differed in sex, race, socioeconomic status, IQ, anxiety, motivation, cognitive style, dependency, locus of control, or pre-test standing. Chapter two is a review of literature on research studies utilizing different methodologies: process-product relationship; trait-treatment interaction; and analysis at different levels of aggregation. The third chapter reports on a reanalysis of data collected from fifth and first grade classrooms in a previous project during 1969-70. Chapter four presents and discusses problems studied in this project: (1) to develop a set of process measures to serve as alternatives to the factor scores which had previously been used; (2) to develop procedures for analysis within classroom relationships; (3) to analyze interactions between characteristics of pupils and the teaching style which is most effective; and (4) to seek differences in the classroom behaviors which are associated with most effective learning for outcomes which differ in cognitive level. The fifth chapter presents a summary of the project and implications of the findings. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01