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ERIC Number: ED151316
Record Type: RIE
Publication Date: 1977-Sep
Pages: 148
Abstractor: N/A
Reference Count: 0
Teaching-Learning Interaction Study. Progress Report Through September 30, 1977. Condensed Version.
Texas Univ., Austin. Research and Development Center for Teacher Education.
This is an interim progress report on an ongoing study of teaching-learning interaction. The function of the study is to observe learning over a full year of schooling, focusing, in part, on reciprocal interactions. The teaching-learning interaction program is committed to three long-term objectives. Methodologically, it is developing improved instruments and new statistical models that make it possible to assess the interacting effects of teacher-student characteristics on multiple student outcomes: academic progress, attitudes toward learning, coping skills, and self-esteem. Substantively, it is looking at the specific effects of different teaching strategies on different kinds of students, including differences due to socieoeconomic level and ethnicity, as well as individual characteristics. Practically, it aims to find out whether it is possible to develop appropriate prescriptions for achieving optimum effect on a specified outcome for a particular kind of student. A tentative conclusion is reached at this particular point in the continuing research on this subject. It is suggested that true relatedness does exist between teacher personality and teacher behavior; between child personality and aptitude and child behavior; and between the interplay of teacher and child, and the changes in student knowledge, coping skills, and attitudes that take place over the school year. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Page 91 will not reproduce clearly due to small type