NotesFAQContact Us
Search Tips
ERIC Number: ED085372
Record Type: RIE
Publication Date: 1973-Oct
Pages: 45
Abstractor: N/A
Reference Count: 0
Reinforcing and Questioning Behavior of Teachers as a Measure of Teacher Effects. Final Report.
Cromack, Theodore R.
This study attempts to generate hypotheses concerning teacher performance in the classroom. Seventeen teachers were videotaped while teaching a lesson. Pupils completed an achievement test and a rating scale of these teachers which placed the teacher in a high-, medium, or low-effect group. A comparison of the frequency and types of questioning and reinforcing behavior between high- and low-effect teachers was then made. The data from this show that a) high-effect groups ask more rhetorical questions than the low-effect groups; b) high-level questions distinguished groups from one another more than low-level questions; c) high-effect groups provide more positive verbal reinforcement than low-effect groups; and d) frequency of negative reinforcement does not distinguish one group from another. When using IQ as an aptitude measure and frequency of any teacher behavior as a treatment, results show that a) more able students perform better with low-frequency questions and low-frequency positive reinforcement and b) less able students show greater achievement with a high frequency of negative reinforcing behavior. (Thirty-six figures and 12 tables of data are presented.) (BRB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Johnson State Coll., VT.