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ERIC Number: ED153949
Record Type: RIE
Publication Date: 1978-Feb
Pages: 33
Abstractor: N/A
Reference Count: 0
Teacher Behavior and Effective Teaching of Concepts.
Armento, Beverly Jeanne
This study sought to identify relationships between selected teacher cognitive verbal behaviors and the residual class mean gain achievement scores on a test designed to measure the attainment of instructional goals. The criteria measure was a 38-item true-false test used for both pre- and post-testing of student comprehension. Twenty preservice teachers and two experienced teachers comprised the sample. Each teacher conducted two 45-minute lessons on the economic concept of specialization with a randomly selected group of 15 students. Lessons were audio-taped and later analyzed. Select student behaviors during instruction were also measured. Seven hypotheses were derived from the results of this study: student learning and achievement will increase (1) as teacher behavior during concept instruction becomes more structured and task relevant; (2) as the substantive aspect of teacher behavior becomes more adequate, accurate, and relevant to the instructional objectives; (3) as teachers include more of the relevant knowledge generalizations and the relevant concept labels during concept instruction; (4) as teachers express more enthusiasm and interest; (5) as teachers ask more questions specifically requesting that students provide concept-relevant behaviors such as defining and exemplifying; (6) as student involvement in concept-relevant tasks such as the giving of concept examples and definitions during instruction increase; and (7) as student task-relevant initiated behaviors increase during concept instruction. (MM)
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 the Annual Meeting, American Association of Colleges for Teacher Education (Chicago, Illinois, February 21-24, 1978)