ERIC Number: ED120145
Record Type: RIE
Publication Date: 1976-Feb
The Effects of Teacher Practice on Student Learning and Attitudes in Small Group Instruction. Technical Report No. 47.
Clark, Christopher Michael
This study investigated the extent to which teachers teach more effectively as a result of practice. Each of 12 experienced teachers taught a three-lesson social studies unit to three successive classes of eight junior high school students. The classes were taught on different days during one week. At the end of the unit each student completed a multiple-choice recall test, an essay test, and an attitude inventory that measured attitudes toward self and situation. Adjusted class means were calculated from the student tests. For the recall test, scores were stable from day 1 (the first class) to day 2 and then decreased significantly on day 3. Both sets of essay test scores were stable across teacher and day. Attitude-toward-the-situation scores increased from day 1 to day 2 and decreased from day 2 to day 3. Attitude-toward-self scores did not change significantly. Twenty teaching-process variables were measured and correlated with student posttest variables. These processes included teacher talk, teacher feedback, subject-matter focus, activity structuring, goal setting, and summarizing. Teaching processes did not vary significantly with practice, and few teachers showed increases in student learning with practice. If teaching tends to become less effective across practice on the same unit, conventional skill training may not be the remedy, Perhaps training can be devised to focus on eliminating ineffective teacher behavior that appears with practice. (Author/CD)
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.