ERIC Number: ED276725
Record Type: RIE
Publication Date: 1986-Oct
Reference Count: 0
Influence of Pupils' Gender, Race, Ability, and Behavior on Prospective and Experienced Teachers' Judgments about Appropriate Feedback. Research Series No. 175.
Melnick, Susan L.; Raudenbush, Stephen W.
Because certain teacher behaviors which maximize student engagement in learning have been found to increase student achievement, the sources of those behaviors provide an important focus for research on teaching. The finding that teachers treat children of different gender, race/ethnicity, or ability in ways that may have deleterious consequences for subgroups of children has been a recurrent theme in classroom research. One important source of teacher behavior is teacher judgments about how best to respond to students during public recitation. This paper examines how student gender, race/ethnicity, behavior, and ability influence prospective and practicing teachers' judgments about how to respond to students who answer questions incorrectly during hypothetical episodes of reading recitation. During the sessions, student behavior and ability significantly influenced teachers' judgments: Teachers were more "sustaining" toward on-task students than off-task students and more sustaining toward low-ability students than high-ability students. There were no main effects of gender or race, but interactions including behavior, ability, gender, and race suggested that student characteristics influence the purposes for which sustaining behaviors are used and the messages they conveny. (A three-page reference list concludes the document.) (Author)
Descriptors: Academic Achievement, Elementary Education, Feedback, Racial Bias, Sex Bias, Student Attitudes, Student Behavior, Student Characteristics, Teacher Attitudes, Teacher Behavior, Teacher Response, Teacher Student Relationship
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.