ERIC Number: ED053062
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
The Study of Student Achievement as a Result of Modification of Certain Identifiable Teacher Behaviors.
Widell, Waldo R.; And Others
This study found no significant difference in student achievement as a result of change in identified teacher behaviors in an American History course. The behaviors were those identified in the Stanford Teacher Competence Appraisal Guide. Behavior change was effected through the use of a microteaching teach-reteach cycle with feedback from videotapes, results of Flanders Interaction Analysis, and a supervisor. The history teacher coordinated the development of lesson plans for the microteaching sequences so that all students would have similar experiences. One American History class of 28 students was used for the experiment. A table of random numbers was utilized in dividing the class into two teach and two reteach groups. Students were given nine tests during a 5 week period, with test items taken from "Teacher-Made Test Items in American History: Emphasis Junior High School." No significant differences were found in test results between the teach and reteach groups. (RT)
Publication Type: N/A
Education Level: N/A
Sponsor: Wisconsin State Universities Consortium of Research Development, Stevens Point.
Authoring Institution: Wisconsin State Univ., La Crosse.
Identifiers: Flanders System of Interaction Analysis; Stanford Teacher Competence Appraisal Guide