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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ184179
Record Type: CIJE
Publication Date: 1977
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Classroom Dyadic Interaction: Factor Structure of Process Variables and Achievement Correlates
Crawford, John; And Others
Journal of Educational Psychology, 69, 6, 761-72, Dec 77
Twenty-one variables from the Texas Teacher Effectiveness Project Coding System were factor analyzed for morning whole class data, afternoon whole class data, and reading group data. Resulting factor scores were correlated with achievement gains. Although significant correlations were few, differences existed between lower and higher social status classes. (Author/CP)
Descriptors: Classroom Observation Techniques, Factor Analysis, Primary Education, Reading Achievement, Reading Instruction, Reinforcement, Socioeconomic Status, Student Teacher Relationship, Teacher Effectiveness, Teaching Methods
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Dyadic Interaction Analysis