Teacher-Student Interaction and Achievement in a Seventh-Grade Mathematics Class.

Autor/inn/en	Hart, Laurie E.; und weitere
Titel	Teacher-Student Interaction and Achievement in a Seventh-Grade Mathematics Class.
Quelle	(1990), (37 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Classroom Communication; Grade 7; Junior High Schools; Mathematics Achievement; Mathematics Instruction; Mathematics Teachers; Racial Differences; Secondary School Mathematics; Sex Differences; Teacher Influence; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassengespräch; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarstufe I; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Rassenunterschied; Sex difference; Geschlechtsunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The purposes of this study are to describe teacher-student interaction in a seventh-grade mathematics class and to examine the relationships between teacher-student interaction and achievement by race and sex. Sixteen students taught by a black male were studied. For 10 days near the middle of 45 classroom days, quantitative teacher-student interaction data were gathered. Achievement data was obtained from two standardized measures (Grade 6 Iowa Test of Basic Skills and American Junior High School Mathematics Examination) and four classroom achievement measures (Grade 6 final grade, Grade 7 November and January test grades, and Grade 7 second quarter grade). On all achievement measures, the means for the white students were higher than the means for the black students. On the teacher-student interaction measure, the black students had more total academic interactions and student-initiated academic interactions; the white students initiated more procedural interactions. The differences in means by sex were less than one-third of a standard deviation both on all three Grade 7 classroom measures and in each teacher-student interaction category. The white males and the black females had the most interactions, the most teacher-initiated interactions, and the most student-initiated interactions. (YP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01