ERIC Number: ED024347
Record Type: RIE
Publication Date: 1968-Aug
Reference Count: 0
Research on the Characteristics of Effective Teaching. Final Report.
McKeachie, W.J.; And Others
In studies of what teaching styles are effective for particular types of students, it was found that (1) students having a great need for affiliation performed better in classes taught by friendly teachers, while students needing little affiliation performed better in classes taught by more impersonal teachers. (2) A student's need for achievement di d not predict nor interact with an instructor's emphasis on achievement in affecting achievement, but his did predict course choices. (3) The more instrumental grades were considered for career success, the better the grades of success-motivated students and the poorer the grades of failure-motivated students. (4) A cooperative classroom atmosphere produced less tension and greater student satisfaction than a competitive one. (5) Dropouts are characterized by a sense of powerlessness and a high need for freedom, power and excitement. (6) College psychology classes show similar developmental phases in the interactions of students and teachers. (7) Factor analyses of coded student and teacher acts and of student ratings of teaching revealed replicable dimensions of student and teacher behavior. (8) The development of criterion measures for the effectiveness of teaching and learning in psychology has included a test of psychological thinking , scales of cognitive structure, judgments of personality from films, attitudinal measures, and student and observer rating forms. "Whatever the pattern of their development, there is a natural history to classrooms and only slowly ...do human groups come to coordinate their goals, agree upon procedures, and find ways to respond to the various affects and pressures generated by the process of moving toward their various task goals." (Author/JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Michigan Univ., Ann Arbor.