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ERIC Number: ED048101
Record Type: Non-Journal
Publication Date: 1970-Nov
Pages: 18
Abstractor: N/A
Reference Count: N/A
Thirty-Six Teachers: Their Characteristics, and Outcomes for Black and White Pupils.
St. John, Nancy
A study investigated the academic growth, self concept, and interracial friendship behavior of 956 black and white sixth graders under teachers of varying characteristics. The major independent variable was teacher characteristics, the independent variables were four measures of the academic growth of pupils and four measures of their attitudes. After one week's observation researchers rated the 36 white teachers on 13 dimensions using Ryans' (1960) Characteristics of Teachers Scale. Validity of ratings was measured by examination of narratives and interview protocols and by comparison of ratings of first/second observers and observer/mother. Factor analysis of ratings revealed three clusters of characteristics ("child-orientation,""task-orientation," and "fairness") that were unrelated to background characteristics of teachers or ability level of pupils. Relationships were examined by means of zero order correlations, analysis of variance, and multiple regression analysis. For black pupils, child-orientation correlated significantly with reading growth and fairness with improved conduct. Between-classroom variance in black reading scores nearly doubled from fall to spring. The relationship of teacher characteristics and pupil outcomes did not diminish when the effects of sex, IQ, family SES, and classroom SES and percentage white were removed through multiple regression analysis. Conclusion: Minority group children appear to be responsive to teachers with interpersonal skill, rather than subject-competence. (Author/JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A