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ERIC Number: ED408310
Record Type: Non-Journal
Publication Date: 1997-Jan
Pages: 50
Abstractor: N/A
Reference Count: N/A
A Review of the Research into Teaching Styles/Behaviors' Impact on Students' Cognitive Outcomes and Bloom's Taxonomy.
Smith, Wade C., Jr.
Since the 1890s, researchers have been studying the impact of teachers' characteristics and styles on their students' progress. Many attempts to quantify basis of quality teaching have been made. The research into teaching styles has traveled through four distinct phases. The first was concerned with describing the characteristics of the effective teacher, although there was not any attempt to determine whether the identified teacher qualities were actually correlated with student learning outcomes. A second phase was a series of studies into the various methodologies of teaching. These studies led to the investigation of process-product processes, as displayed in the development of teacher assessment instruments. Researchers are currently trying to identify the interpersonal teaching styles of teachers and to determine their effects on student cognitive and affective outcomes. Research has not yet addressed the effect of interpersonal teaching behavior and student cognitive outcomes at the six taxonomic levels of cognition developed by B. Bloom. Research to investigate the correlations and the significance of any correlations among students responses to the Questionnaire on Teacher Interaction, achievement test scores, and cognitive outcomes is proposed. (Contains 50 references.) (SLD)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A