Relationships between Classroom Process Variables and Middle-School Science Achievement.

Tobin, Kenneth G.; Capie, William

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Peer reviewed

ERIC Number: EJ265354

Record Type: CIJE

Publication Date: 1982-Jun

Pages: N/A

Abstractor: N/A

ISBN: N/A

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EISSN: N/A

Relationships between Classroom Process Variables and Middle-School Science Achievement.

Tobin, Kenneth G.; Capie, William

Journal of Educational Psychology, v74 n3 p441-54 Jun 1982

Science achievement was found to be significantly related to teacher variables and pupil engagement when teacher waiting time (TWT) and question quality were manipulated. Pupil attending and generalizing were enhanced by a mean TWT of 3 seconds when questions were relevant, clear, and at varied cognitive levels. (Author/CM)

Descriptors: Academic Achievement, Elementary Secondary Education, Locus of Control, Middle Schools, Questioning Techniques, Science Education, Teacher Behavior, Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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