ERIC Number: ED225999
Record Type: RIE
Publication Date: 1978-Jun
Reference Count: 0
Setting Variables, Classroom Interaction, and Multiple Pupil Outcomes. Final Report.
Soar, Robert S.; Soar, Ruth, M.
Four general problems (two substantive, two methodological) were addressed in a research project: (1) Does the nature of the pupil or the setting make a difference in the teaching style which is most effective? (2) Does the cognitive level of the learning objective make a difference? (3) How can relationships within the classroom be analyzed? and (4) How should composite measures of classroom behavior be formed? Chapter one of this final report presents a brief overview of the project, which tested relationships between teaching style and pupil gain in a first and a fifth grade sample of pupils who differed in sex, race, socioeconomic status, IQ, anxiety, motivation, cognitive style, dependency, locus of control, or pre-test standing. Chapter two is a review of literature on research studies utilizing different methodologies: process-product relationship; trait-treatment interaction; and analysis at different levels of aggregation. The third chapter reports on a reanalysis of data collected from fifth and first grade classrooms in a previous project during 1969-70. Chapter four presents and discusses problems studied in this project: (1) to develop a set of process measures to serve as alternatives to the factor scores which had previously been used; (2) to develop procedures for analysis within classroom relationships; (3) to analyze interactions between characteristics of pupils and the teaching style which is most effective; and (4) to seek differences in the classroom behaviors which are associated with most effective learning for outcomes which differ in cognitive level. The fifth chapter presents a summary of the project and implications of the findings. (JD)
Descriptors: Academic Achievement, Anxiety, Classroom Techniques, Cognitive Style, Elementary Education, Formative Evaluation, Individual Differences, Interaction Process Analysis, Locus of Control, Racial Differences, Sex Differences, Socioeconomic Status, Student Characteristics, Student Motivation, Summative Evaluation, Teacher Behavior, Teacher Effectiveness, Teaching Styles
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Basic Skills Group.
Authoring Institution: Florida Univ., Gainesville. Inst. for Development of Human Resources.