Effect of Intent-Action Discrepancy and Student Performance Feedback on Teacher Behavior Change.

Doyle, Walter; Redwine, Judith McNally

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Peer reviewed

ERIC Number: EJ118478

Record Type: CIJE

Publication Date: 1974

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Effect of Intent-Action Discrepancy and Student Performance Feedback on Teacher Behavior Change

Doyle, Walter; Redwine, Judith McNally

Journal of Educational Psychology, 66, 5, 750-5, Oct 74

Results suggest that knowledge of student learning outcomes and reduction of intent action discrepancy have minimal impact on teacher decisions to modify classroom procedures. (Author/BJG)

Descriptors: Change Strategies, Feedback, Learning, Perception, Students, Teacher Attitudes, Teacher Behavior, Teacher Response, Teachers, Verbal Communication

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