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ERIC Number: ED002865
Record Type: RIE
Publication Date: 1960-Nov-30
Pages: 259
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
TEACHER INFLUENCE, PUPIL ATTITUDES, AND ACHIEVEMENT.
FLANDERS, NED A.
THE SPONTANEOUS BEHAVIOR OF A TEACHER AND HOW THIS BEHAVIOR AFFECTS LEARNING IN THE CLASSROOM WERE INVESTIGATED. INDEPENDENT VARIABLES IN THE STUDY WERE DIRECT TEACHER INFLUENCE, AND THE NATURE OF THE SPECIFIC LEARNING TASK. THE DEPENDENT VARIABLES WERE THE ACTUAL MEASURES OF LEARNING, INCLUDING AWARENESS OF FACTS, APPLICATION OF PRINCIPLES TO PROBLEM SOLVING, AND INTERPRETATION OF NEW DATA. PRETESTS, POST-TESTS, AND DELAYED-RECALL TESTS WERE ADMINISTERED, AND RESULTS WERE ANALYZED SEPARATELY FOR GIFTED, AVERAGE, AND SLOW STUDENTS, AND FOR STUDENTS SCORING HIGH OR LOW ON A PERSONALITY SCALE OF DEPENDENCE-INDEPENDENCE PRONENESS. SAMPLES WERE DRAWN FROM SEVENTH- AND EIGHTH-GRADE CLASSES. THE FIRST YEAR OF THE STUDY CONSISTED OF LABORATORY EXPERIMENTS, WITH 560 STUDENTS IN GEOMETRY AND 480 IN SOCIAL STUDIES, AND TESTING TEACHER INFLUENCE AND STUDENT DEPENDENCE-INDEPENDENCE. FIELD STUDIES WERE CONDUCTED DURING THE SECOND YEAR, TESTING THE EFFECTS OF TEACHER INFLUENCE IN 37 SOCIAL STUDIES AND 38 MATHEMATICS CLASSROOM SITUATIONS. TWO HYPOTHESES GENERALLY SUBSTANTIATED IN THE PROJECT RESULTS WERE THAT DIRECT TEACHER INFLUENCE INCREASES LEARNING WHEN STUDENT PERCEPTION OF A SPECIFIC GOAL IS CLEAR AND ACCEPTABLE, AND THAT INDIRECT TEACHER INFLUENCE INCREASES LEARNING WHEN STUDENT PERCEPTION OF A SPECIFIC GOAL IS CONFUSED AND AMBIGUOUS. RESEARCH IMPLICATIONS WERE PROVIDED FOR CLASSROOM TEACHERS, PRESERVICE AND INSERVICE EDUCATIONAL METHODS, MERIT PAY PROGRAMS FOR EDUCATORS, AND FURTHER STUDENT-TEACHER INTERACTION ANALYSIS. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis.
Identifiers: MINNESOTA; Minnesota (Minneapolis); NEW ZEALAND