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ERIC Number: ED209337
Record Type: RIE
Publication Date: 1980-Apr
Pages: 24
Abstractor: N/A
Reference Count: 0
Academic Instruction or Behavioral Control: An Experimental Study of Teacher Responses to Classroom Problems.
Natriello, Gary; Dornbusch, Sanford M.
An examination of teachers' responses to questionnaires identifying sixteen classroom academic and social behavior problems revealed different reactions to each type. A system was developed to measure the responses which were coded in terms of the extent to which they evidenced the presentation of standards or evidenced warmth. Teachers presented standards more frequently for social behavior than for academic work. This would seem to indicate teachers are more interested in behavioral control than in academic instruction. However, teachers react to academic problems with warmth and concern. Four factors influenced teacher behavior. These include teachers' conception of the student tasks, relative visibility of student tasks of classroom achievement and behavior, relative visibility of teaching task of academic instruction and behavioral control in school, and power of teachers' supervisors over them. Schools seem to supervise social behavior more closely than academic work. Student performance in academic areas is perceived as dependent on ability and effort, whereas behavior performance is seen as dependent primarily on effort. Several features of school organization are identified which cause schools to supervise social behavior more adequately than academic work. (DWH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April, 1980).