ERIC Number: ED201678
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Teacher Invitations and Effectiveness.
Lambeth, Charlotte Reed
The relationships that exist between perceived teacher behaviors and the achievement of selected secondary students in Virginia, and the relationships that exist between perceived teacher behaviors and curriculum type were determined. Additionally, the relationship between sets of teacher behaviors and achievement were investigated. Five categories of teacher behaviors were examined: caring, respect, interpersonal contact, course organization, and learning environment. The first two represented (I-Type) invitational behaviors and the last three represented (E-Type) effective behaviors. Each behavior was tested to see its relationship to achievement. Achievement was represented by an actual component, the grade, and a perceived component, reported effort and reported learning. Answers to the following were sought: (1) relationships among perceived I- and E-Type teacher behaviors; (2) relationships between perceived teacher behaviors and student grades, reported student learning, reported student effort, curriculum type; and (3) relationships between sets of perceived teacher behaviors and grades, learning, and effort. It was concluded that the best single predictor of actual and perceived achievement was caring; by combinations of E- and I-Type behaviors caring and course organization were the best predictors; and multiple combinations of teacher behaviors were best predicted by learning environment, caring, and interpersonal contact. (Author/GK)
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).