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ERIC Number: EJ613904
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-426X
The Impact of Teachers' Instructional Strategies and Students' Anxiety Levels on Students' Achievement in Eighth Grade German and U.S. Classrooms.
Hancock, Dawson R.; Mayring, Philipp; Glaeser-Zikuda, Michaela; Nichols, William Dee; Jones, Jeanneine
Journal of Research and Development in Education, v33 n4 p232-40 Sum 2000
Tested the benefits of matching high-anxiety German and American 8th graders with teacher-centered instruction and low-anxiety students with student-centered instruction. Data from student interviews and diaries indicated that anxiety alone was did not necessarily significantly deter achievement, and instructional patterns alone did not account for achievement levels. Student characteristics interacted with other variables to influence achievement. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; United States