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ERIC Number: ED223551
Record Type: RIE
Publication Date: 1982-Aug-26
Pages: 32
Abstractor: N/A
Reference Count: 0
Problem Solving Style, Teacher Classroom Behavior and the Expectancy Phenomenon.
Straussner, Joel H.
A study investigated the relationship among teacher problem solving style, classroom behaviors, and susceptibility to the expectancy phenomenon (the possibility that pupil classroom performance can be influenced by a teacher's attitudes, beliefs, and actions). Based on Elkind's conceptual shift experiments (1966), 12 elementary school teachers were asked to discover a relationship between 12 pairs of words and pictures. Teachers were also asked to record characteristics looked for in successful students and to rank students by these criteria. This ranking enabled two observers to record pupil-teacher classroom interactions with the Brophy-Good Dyadic Rating Scale. Results indicated that the classroom behaviors of teachers were related to their problem solving style. Teachers with a rigid problem solving style had pupil-teacher interactions that indicated a relationship to perceived differences in student abilities, while teachers with a flexible problem solving style demonstrated that their interactions with pupils were less affected by perceived differences in student abilities. The results suggest that differences in teachers' problem solving styles can be interpreted as a correlate to differences in teacher susceptibility to the expectancy phenomenon. (Author/FG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (90th, Washington, DC, August 26, 1982).