ERIC Number: ED033749
Record Type: RIE
Publication Date: 1966
Reference Count: 0
An Integrative Approach to Classroom Learning.
Soar, Robert S.
By making detailed observations of the entire classroom process and by administering relevant tests and indices to teachers and students, this 2-year study attempted to determine what factors affect educational effectiveness. The theoretical basis was that the ways to achieve the varied goals of education (knowledge of subject matter and development of all aspects of the individual) are compatible. The study had two phases. In the major phase, the causes of student progress were sought by relating such progress to measures of classroom process and to measures of a teacher's personality and behavior. In the minor phase, the effects of sensitivity training for teachers were measured in a classic control-experimental group procedure. The subjects were the teachers and students in 57 classrooms, grades 3 through 6, in four metropolitan elementary schools. Pretesting, posttesting, personality measures and observations of classroom process were extensive and detailed. Results of the minor phase are not clear, but tend to support previous findings that effectiveness of sensitivity training tends to correlate highly with the teacher's level of psychic resources. Results of the major phase in general support the theory of compatibility of the varied goals of education. Benefits of sensitivity training can be measured, although not everyone is benefited. (MH)
Descriptors: Academic Achievement, Classroom Environment, Classroom Research, Educational Objectives, Educational Research, Elementary School Students, Elementary School Teachers, Grade 3, Grade 4, Grade 5, Grade 6, Interaction Process Analysis, Learning, Personality Assessment, Sensitivity Training, Student Characteristics, Teacher Characteristics, Teacher Effectiveness
Publication Type: N/A
Education Level: N/A
Sponsor: Public Health Service (DHEW), Rockville, MD.; National Inst. of Mental Health (DHEW), Bethesda, MD.
Authoring Institution: Temple Univ., Philadelphia, PA.; South Carolina Univ., Columbia.