ERIC Number: ED046895
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
Teacher Presentational Behaviors Related to Student Achievement in English and Social Studies.
Pinney, Robert H.
This study attempted to identify correlates of successful teaching in the presentation behavior of pre-intern teachers. The sample was drawn from 54 Stanford students who each taught one of six preset social studies or English lessons to 25 eighth and ninth graders. Each pupil took a multiple-choice comprehension test which was used to compute a mean class achievement score for each teacher. The score was adjusted twice, by analysis of covariance for student verbal and quantitative ability, and also for lesson difficulty. These scores were used to select 16 high-scoring and 16 low-scoring teachers. Four categories of presentation behavior (verbal, nonverbal, combination, and interaction) were investigated, yielding more than 100 measures of behavior. Audiotape, videotape, or typewritten transcript records were used to observe and code behaviors. Statistical analysis of each subsample and the total sample were conducted using analysis of variance, rank correlation, stepwise discriminate analysis, stepwise regression analysis, and sign test procedures. The results indicated that the behaviors related to success in one sample differed from those in the other; few behaviors discriminated high-scoring from low-scoring teachers when the two samples were combined. It seemed that high-scoring teachers conveyed the essential points by frequent use of repetition, verbal statements of importance, and/or reinforcement of pupil responses. (Author/MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.