ERIC Number: ED195546
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Differences in Instructional Activities in High and Low Achieving Junior High Classes. R&D Report Number 6106.
Evertson, Carolyn M.
The teacher's ability to manage the classroom has been consistently associated with pupil achievement and high pupil attitudes. Research has also shown that classes with high proportions of low ability students tend to be more difficult to manage because of the special needs of these students. This paper focuses on the strategies and behaviors apparent in classrooms of teachers who are teaching similar subject matter content to classes of differing ability levels. Two low ability classes were also examined to contrast teacher behaviors which are successful in initiating and maintaining instructional activities. Higher ability classes had teachers who: (1) described and presented objectives and materials more clearly; (2) provided content and reasonable work standards related to student interests and needs; (3) were consistent in dealing with student behavior; (4) were receptive to student input; (5) nurtured affective skills; and (6) maintained a task-oriented focus. Teachers in low ability classes were seen as adapting presentations to ability levels, reinforcing inattentive student behavior, and using more personal conferences to stop misbehaviors. Maintaining student cooperation and attention was harder in the low ability classes. A comparison of the two low achieving classes suggests that there are optimal ways of providing instruction to increase productive learning time. (CJ)
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.