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ERIC Number: ED141118
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Relationships Between Selected Teacher Behaviors and Attitudes/Achievements of Algebra Classes.
McConnell, John W.
This study related high-inference teacher behaviors to measures of pupil achievement and attitude in ninth-grade algebra classes. A sample of 50 classes came from 13 suburban high schools. The most consistent results showed that pupil and observer assessments of clarity, enthusiasm, and task orientation were important for attitudes toward mathematics. Teachers whose pupils rated them as emphasizing analysis had classes with lower attitudes on several scales. Achievement criteria were not as productive. Nevertheless, teachers rated as higher on task orientation had higher residuals on computation and comprehensive cognitive functioning levels. Teachers rated clearer had higher residuals on comprehension. Analysis correlated with teacher behaviors of probing and enthusiasm. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)