ERIC Number: ED120101
Record Type: RIE
Publication Date: 1976-Feb
Reference Count: 0
Student/Teacher Interaction and Education Outcomes. SCIP No. 6.
Peck, Robert F.
In this monograph, the author discusses eight propositions derived from research which support the contention that, to adequately measure student performance, research designs must be capable of measuring multiple outcomes simultaneously. The first proposition deals with this need to measure multiple outcomes. The second proposition states that students affect teacher behavior, just as teachers affect student behavior. Proposition 3 concerns cultural differences in the dynamics of learning and states that no single teaching style works equally well with all of these differences. Proposition 4 deals with the interaction of social class with instruction, in particular, the large learning gap between middle-class and working-class children. The fifth proposition states that the emotional adjustment of students often has a powerful effect on their learning. Proposition 6 presents the need for a logical model that examines the interacting effects of teaching strategies and student characteristics on multiple outcomes of instruction. In proposition 7, it is stated that the most effective learning system is one which identifies and addresses each student's particular intellectual and emotional needs. Proposition 8 states that the most difficult step is putting a revised system into practice. In a final section, research needs in the area of student teacher interaction are discussed. (RC)
Descriptors: Academic Achievement, Cultural Influences, Educational Strategies, Interpersonal Relationship, Learning, Social Class, Student Teacher Relationship, Teacher Influence
ERIC Clearinghouse on Teacher Education, One Dupont Circle, N.W., Suite 616, Washington, D.C. 20036 (1-9 copies, $0.55 ea.; 10-99 copies, $0.50 ea.; 100-999 copies, $0.45 ea.; 1000 or more copies, $0.40 ea.)
Publication Type: Books
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.