ERIC Number: ED025417
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
Junior High School Teacher Preparation, Teaching Behaviors, and Student Achievement.
Perkes, Victor Aston
Investigated was the relationship between teacher characteristics and behaviors and student achievement in junior high school science. Background information about teachers was collected from school records regarding science and science methods credits, grade point average, recency of science course work, and years of teaching experience. Teaching behavior was recorded by trained observers using the Science Teacher Observation Instrument (STOL). Findings included (1) no significant relation between differences in student scores on recall of factual knowledge of science, (2) no significant correlation between specific teacher behaviors and their science credits, and (3) higher application scores and lower factual knowledge scores were gained by students taught by younger teachers with higher science grade point averages and science methods credits. These teachers more frequently (1) held student discussions and student-participated activities, (2) asked questions requiring students to speculate and hypothesize, (3) used equipment in their classroom, and (4) focused their lessons upon the principles of science. Teachers whose students scored higher on factual information reversed this pattern of behavior. They were older, held fewer science and methods credits, and had completed their college work earlier. (GR)
Descriptors: Achievement, Doctoral Dissertations, Instruction, Secondary School Science, Teacher Background, Teacher Characteristics, Teacher Effectiveness, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 67-7989, Microfilm $5.45, Xerography $19.35)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Stanford Univ., CA.
Identifiers - Assessments and Surveys: California Test of Mental Maturity