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ERIC Number: EJ1138808
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 27
Behaviors of Teachers and Their Students in Schools with and without an Achievement Gap: An Observational Study
Ratcliff, Nancy J.; Carroll, Kimberly L.; Jones, Cathy R.; Costner, Richard H.; Sheehan, Heather C.; Hunt, Gilbert H.
Teacher Educators' Journal, v10 p118-141 Spr 2017
This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional grouping patterns, instructional strategies employed, number and types of questions asked by teachers, and specific interactions observed during instructional and management episodes. The researchers found that instances of teacher normative control, student rebellion, and student off-task behavior were more prevalent in learning environments "with an achievement gap". Perhaps, more importantly, the research revealed that teachers across all classrooms relied predominantly on the use of low level questioning in whole group, teacher-directed settings.
Descriptors: Longitudinal Studies, Observation, Teacher Behavior, Student Behavior, Grade 4, Grade 7, Achievement Gap, Grouping (Instructional Purposes), Teaching Methods, Questioning Techniques, Interaction, Power Structure, Time on Task, Elementary Schools, Middle Schools, Student Characteristics, Gender Differences, Racial Differences, Socioeconomic Status, Disabilities
Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: email@example.com; Web site: http://ateva.org/?page_id=450
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A