NotesFAQContact Us
Search Tips
ERIC Number: ED148660
Record Type: RIE
Publication Date: 1977-Nov
Pages: 12
Abstractor: N/A
Reference Count: 0
Correlates of Teacher Effectiveness in Social Science Concept Instruction.
Armento, Beverly Jeanne
This study examines the relationship between selected teacher and student verbal behaviors occuring during social science concept instruction and the residual class mean scores of third, fourth, and fifth grade students on a test of the social science concept specialization. Twenty pre-service teachers and two experienced teachers were the teacher subjects; 312 elementary school pupils participated in the study. Each teacher conducted two lessons with a randomly selected class on consecutive days. Instruction was conducted in a discussion mode and was audiotaped for later analysis. Three instruments were developed to record and quantify the teacher and student behaviors. Students were pretested two days prior to instruction and were posttested immediately following the second lesson. Findings indicated that students made greater gains in learning social science concepts when teachers adequately defined and gave examples of concepts, when concept instruction was relevant to instructional objectives, and when teachers expressed enthusiasm over the content of the lesson. Findings also implied that the more students verbally manipulate relevant concept dimensions, the stronger will be the achievement. It is suggested that further research on teacher behavior is necessary in order to build an empirical base from which theories on teaching may be derived. (Author/JK)
Publication Type: Speeches/Meeting Papers
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 National Council for the Social Studies (Cincinnati, Ohio, November 23-26, 1977)