ERIC Number: ED189095
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
The Effects of Teacher Planning on Classroom Processes. Technical Report No. 541.
Carnahan, Richard Stanley
The two-fold purpose of this study was to determine the effect of providing teachers with background information about student aptitude and motivation on the quality of teacher planning, and the effect of that planning on student achievement. Nine fifth-grade mathematics classes were observed. Three teachers were given student aptitude information and information on motivation strategies used with the students. Three other teachers were given only student aptitude information. The third group was given no information. Classroom observation assessed teacher clarity, motivation strategy, and student engagement. Results indicated that previous information did not affect the quality of teacher planning. Planning was not related to motivation strategy or student perceived teacher clarity. Student engaged time appeared to be related to teacher clarity. A detailed report on this research project is appended to this document. (JD)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.