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ERIC Number: ED212626
Record Type: RIE
Publication Date: 1981-Sep
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Student Responses to Classroom Instruction.
Anderson, Linda M.
Research on teacher effectiveness addresses questions about how teachers bring about desirable student outcomes. Until recently, most research has focused on long-term outcomes, such as achievement gains over one year. Short-term outcomes--students' immediate responses to instruction--are also important. Four categories of short-term student outcomes that may be observed by teachers are attention, initiative, success, and understanding of how and why to do classroom work. For each category, research has suggested ways to encourage and sustain immediate student responses that support learning. Two principles underlie the suggestions. First, teachers must remain aware of student responses by creating work contacts with all the students frequently and on a regular basis. The second principle reflected in many of the suggestions is that teachers can help students learn how to respond to instruction by arranging the classroom environment to make attention and initiative more likely and by teaching students how and when to attend, seek help, and apply certain strategies for understanding instruction and performing work. A list of references is appended. (Author/JD)
Institute for Research on Teaching, 252 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824 ($2.50).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: N/A