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ERIC Number: ED237460
Record Type: RIE
Publication Date: 1983
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Context Effects in the Teaching-Learning Process.
Soar, Robert S.; Soar, Ruth M.
A review of research findings on context variables in the classroom and their effects on student achievement provided a framework upon which to base conclusions on the following factors pertaining to effective teaching: (1) teacher control of the classroom; (2) adjustment of teacher control of learning activities to student abilities; (3) relationship between control of learning tasks and achievement outcomes; (4) implications of positive affect in the classroom environment; (5) relationship of teacher praise to student achievement; (6) effect of rewards on student performances; (7) relationship between negative affect and student socioeconomic status; (8) relationship between level of task structure and student socioeconomic status; (9) relationship between level of task structure and student cognitive level; and (10) relationships among time on task, student cognitive level, and socioeconomic status. (JD)
Not available separately, see SP 022 600.
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: In: Smith, David C., Ed. Essential Knowledge for Beginning Educators. American Association of Colleges for Teacher Education, Washington, D.C., Dec 1983. p65-75.