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ERIC Number: ED137290
Record Type: RIE
Publication Date: 1977-Apr
Pages: 37
Abstractor: N/A
Reference Count: 0
Selected Correlates of Effective Teacher Behavior During Concept Instruction: Their Design, Utility and Limitations.
Armento, Beverly Jeanne
This document describes the construction, implementation, and implication of selected high inference measures applied in a study of teacher effectiveness in the third, fourth, and fifth grades. Selected independent variables served as hypotheses regarding which behaviors are likely to occur during concept instruction and which are likely to be relevant to student concept learning. Two basic assumptions guided the selection of relevant behaviors: (1) Teacher behavior should be examined in terms of intent. Intent may be derived from instructional objectives. (2) Relevant process variables should be derived from existing theoretical or empirical bases that provide support for expecting certain relationships between instructional behavior and student outcomes. For this investigation, a record of classroom communication between teacher and students was made on audio-tape recordings. Analysis of classroom interaction between teacher and pupils included evaluation of how accurate and complete was the teacher's knowledge of the subject and how effective was the teacher in conveying concepts to the pupils. Teaching techniques were analyzed in the light of resulting student understanding and achievement. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)