ERIC Number: ED168712
Record Type: Non-Journal
Publication Date: 1978-Aug
Reference Count: N/A
Effects of Peer-Rated Coping and Teacher Structure on Achievement.
Fox, Ronald B.; And Others
A total of 1657 sixth grade pupils in 53 randomly integrated tri-ethnic classes, and their teachers, participated in a 1-year longitudinal study investigating the effects of peer-rated coping and teacher classroom structure on achievement. The subjects were given initial achievement and peer-rated general coping measures and a post achievement measure. The teachers were rated on Ryan's Classroom Observation Record, a measure of teacher classroom behaviors, from four to seven times during the year. Achievement gain for pupils was found to vary strongly with coping skill only for those initially high in achievement. Highly organized teachers could help low initial achievement, high coping students, and disorganized teachers could have a negative effect on low coping, high initial achievement pupils with respect to achievement gain. (Author/BH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Texas (Austin)