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ERIC Number: ED146143
Record Type: Non-Journal
Publication Date: 1975
Pages: 23
Abstractor: N/A
Reference Count: N/A
Teacher Behaviors Related to Learning by Low vs. High Socio-economic Status Early Elementary Students. Report No. 75-5.
Brophy, Jere E.
This paper is one of a series presenting data from the Texas Teacher Effectiveness Project, a two-year observational study of second- and third-grade teachers who were consistent in producing student learning gains. The study was designed to identify relationships between teacher characteristics and student learning. Variables that were differentially related to learning gains by low versus high socioeconomic status (SES) students included patience and encouragement, demandingness and criticism, firmness of classroom control, indirectness, peer tutoring, homework, "with-it-ness," phonics emphasis in reading, use of teacher-made materials, and individualization, among others. Patterns of teacher behavior on these variables, which were associated with maximum learning in each SES group, are discussed. (Author/MJB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Texas