ERIC Number: ED177485
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Context Effects and Stability of Teacher Behaviors in an Experimental Study of First Grade Reading Group Instruction. R&D Report No. 4091.
Anderson, Linda M.; And Others
As part of an investigation of effective first grade reading group instruction, this report analyzes the relationships between certain teacher behaviors and the contexts in which they occur. Behaviors of interest discussed are those describing teacher selection of and feedback to response opportunities, as well as the overall level of response opportunities. The contexts examined are: slow-paced questioning and answering without individual materials provided to students, workbook or worksheet activities, and reading of new material from the basal textbooks. Results presented indicate moderately high stability across the contexts examined for most groups of variables, although some were more stable than others. (AEA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: For related documents, see CS 004 705-706 and CS 005 018