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ERIC Number: ED001257
Record Type: RIE
Publication Date: 1964
Pages: 77
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
RELATIONSHIPS BETWEEN TEACHER CHARACTERISTICS AND STUDENT BEHAVIOR. PART II.
WALLEN, NORMAN E.
A CONTINUATION OF A PREVIOUS STUDY--"RELATIONSHIPS BETWEEN TEACHER CHARACTERISTICS AND STUDENT BEHAVIOR--PART I"--IS PRESENTED. A FURTHER ANALYSIS OF THE TEACHER MATRIX REVEALED THAT THOSE TEACHERS VIEWED TO BE NEAR THE WARM, PERMISSIVE END OF THE SCALE WERE NOT FOUND TO BE LESS WELL LIKED BY THE CHILDREN. THEY MADE LESS ACHIEVEMENT GAIN IN READING COMPREHENSION BUT THE EXCESSIVE AFFILIATION ON THE PART OF THE FIRST GRADE TEACHER IS THAT WHICH IS DISLIKED. IN ORDER TO ASSESS THE INTERACTION OF TEACHER-PUPIL CHARACTERISTICS AS AFFECTING PUPIL PERFORMANCE, TEACHERS WERE PLACED INTO THREE GROUPS--CONTROLLING, TURBULENT, AND FEARFUL, AND THE STUDENTS INTO THREE GROUPS--STRIVERS-CONFORMERS, WAVERERS, AND OPPOSERS. DIFFERENT SETS OF RELATIONSHIPS BETWEEN TEACHER-TYPE AND STUDENT-TYPE WERE EXPLORED. SOME OF THE FINDINGS WERE AS FOLLOWS--THE THREE PUPIL-TYPES DIFFERED SIGNIFICANTLY WITH RESPECT TO THEIR PERFORMANCES ON THE CREATIVITY MEASURES, THE CONFORMERS-STRIVERS REPEATEDLY SHOWED HIGHEST PERFORMANCES AND THE OPPOSERS CONSISTENTLY SHOWED THE POOREST PERFORMANCE OF THE THREE GROUPS. GENERALLY SPEAKING, THE FEARFUL TEACHER APPEARS TO HAVE THE MOST POSITIVE EFFECT ON PUPIL ACHIEVEMENT GAINS, AND THE TURBULENT TEACHER THE MOST NEGATIVE EFFECTS.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Utah Univ., Salt Lake City.
Identifiers: UTAH; Utah (Salt Lake City)