Teacher Behavior and Student Achievement. Occasional Paper No. 73.

Autor/inn/en	Brophy, Jere; Good, Thomas L.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Teacher Behavior and Student Achievement. Occasional Paper No. 73.
Quelle	(1984), (174 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Research; Classroom Techniques; Comparative Analysis; Elementary Secondary Education; Group Instruction; Homework; Learning Processes; Questioning Techniques; Research Design; Research Methodology; Student Reaction; Teacher Behavior; Teacher Response; Teacher Role; Teacher Student Relationship; Teaching Methods; Time on Task + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Gruppenunterricht; Hausaufgabe; Learning process; Lernprozess; Befragungstechnik; Fragetechnik; Forschungsdesign; Research method; Forschungsmethode; Schülerkritik; Teacher behaviour; Lehrerverhalten; Lehrerkommentar; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitaufwand
Abstract	This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. Attention is drawn to design, sampling, measurement, and context (grade level, subject matter, student socioeconomic status) factors that must be considered in interpreting this research and comparing the findings of different studies. Topics covered include: (1) opportunity to learn/content covered; (2) teacher expectations/role definitions/time allocations; (3) classroom management/student engaged time; (4) success level/academic learning time; (5) active instruction by the teacher; (6) group size; (7) presentation of information (structuring, sequencing, clarity, enthusiasm); (8) asking questions (difficulty level, cognitive level, wait-time, selecting respondents, providing feedback); and (9) handling seatwork and homework assignments. (Author/JD)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($16.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01