ERIC Number: ED237460
Record Type: RIE
Publication Date: 1983
Reference Count: 0
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)
Descriptors: Academic Ability, Academic Achievement, Beginning Teachers, Classroom Environment, Educational Research, Elementary Secondary Education, Individual Differences, Positive Reinforcement, Socioeconomic Status, Student Behavior, Student Characteristics, Student Teacher Relationship, Teacher Effectiveness, Teaching Conditions, Teaching Styles, Time on Task
Not available separately, see SP 022 600.
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: 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.