ERIC Number: ED287853
Record Type: RIE
Publication Date: 1986-Oct-16
Reference Count: 0
Research on Contextual Effects and Effective Teaching.
Hohn, Robert L.
The paper examines several statements often considered to be basic recommendations emerging from recent research on effective teaching. Each statement is examined in terms of what is known about the effect of context on the particular recommendation. Statements examined are the following: (1) Teachers who set and communicate high expectations to all their students obtain greater academic performance from those students than teachers who set low expectations; (2) Student achievement rises when teachers ask high level questions; (3) Teachers should employ random patterns of calling upon students to recite in order to ensure high rates of attention and continued involvement in the cognitive demands of the lesson; (4) Effective teachers should minimize "call-outs" by pupils to maintain order and to increase academic learning time; and (5) Effective teachers promote self-sufficiency by encouraging students to take responsibility for their own classwork. (CB)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Midwestern Educational Research Association (Chicago, IL, October 16, 1986).