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| Autor/in | Friedrich, Gustav W. |
|---|---|
| Titel | Effects of Teacher Behavior on the Acquistion of Communication Competencies. |
| Quelle | (1978), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Ability; Classroom Communication; Communication (Thought Transfer); Educational Quality; Elementary Secondary Education; Interaction; Learning Theories; Speech Communication; Student Characteristics; Student Motivation; Student Teacher Relationship; Teacher Behavior; Teaching Methods |
| Abstract | A review of research suggests that, for at least 70 years, teachers have interacted with their students using a relatively consistent pattern involving lecturing, seat work by students, and teacher/student interaction. Yet, after thousands of research studies, educators are unable to say that those interactions have any significant impact on learning. Reactions to this state of affairs may be characterized in terms of the following positions: teaching is an art, not a science; teaching plays a very minor role in learning; teaching is a creed; and teaching is problem-solving. A theory of school learning may be posited that is based on three independent variables: student ability, student motivation, and quality of classroom communication. On a percentage basis, student ability may account for 50% of achievement variance, student motivation for 25%, and classroom communication for up to 25%. (GW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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