ERIC Number: ED113329
Record Type: RIE
Publication Date: 1975-Oct
Reference Count: 0
Preliminary Report of a Factorially Designed Experiment on Teacher Structuring, Soliciting, and Reacting. Occasional Paper No. 7.
Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
This report describes the results of an experiment on teacher structuring, soliciting, and reacting behavior. Four teachers each taught eight groups of sixth-grade students using eight different variations of the classroom recitation strategy. The eight variations differed in the amount and kind of structuring, soliciting, and reacting behavior used by the teachers. Classes that were asked more recall questions during the lesson (low soliciting) performed better on the achievement posttest than did classes that were asked more thought questions (high soliciting). Classes taught with a high level of structuring did slightly better than classes given little structuring. Classes that received praise for correct answers and reasons for the wrongness of an answer (high reacting) did slightly better than those classes given neutral feedback and no reason for an answer's being considered wrong (low teaching). Although the results of the study showed variations in the recitation strategy did not make a dramatic difference, they also did not show that the recitation strategy itself was a weak teaching approach. The results for student achievement and attitude showed that the effects of the teacher were sometimes greater than the effects attributable to the teaching variations. (Author/RC)
Descriptors: Elementary Education, Grade 6, Questioning Techniques, Teacher Behavior, Teacher Response, Teaching Methods
Stanford Center for Research and Development in Teaching, Stanford University, Stanford, California (No price quoted)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.