Characteristics and Behaviors of the Successful Foreign Language Teacher. Technical Report No. 5.

Autor/inn/en	Politzer, Robert L.; Weiss, Louis
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	Characteristics and Behaviors of the Successful Foreign Language Teacher. Technical Report No. 5.
Quelle	(1969), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavioral Science Research; Classroom Observation Techniques; Data Analysis; French; Language Instruction; Language Teachers; Language Tests; Questionnaires; Secondary School Students; Secondary School Teachers; Student Attitudes; Student Motivation; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teacher Evaluation; Teacher Influence; Videotape Recordings; California; California (San Jose) + Suchen Sie Ihr Suchwort? Schulleistung; Auswertung; Französisch; Language teacher; Sprachunterricht; Language test; Sprachtest; Fragebogen; Sekundarschüler; Schülerverhalten; Schulische Motivation; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Kalifornien
Abstract	An experiment with 17 teachers of first-year high school French recruited from the staffs of three large, diversified San Jose, California school districts was designed to (1) observe closely the classroom behaviors of the participating teachers, (2) identify those successful in terms of pupil achievement, and (3) compare the behaviors and characteristics of these teachers with those identified as less successful. The predominant feature of the research was the systematic observation and rating of the classroom behavior of the teachers by recording four 15-minute class segments over a period of five months. By means of specially constructed criterion tests, student and teacher questionnaires, the Modern Language Association Proficiency Tests for Teachers, and the observation of classroom procedures, data were gathered that yielded 40 variables. An analysis of the intercorrelation matrix of the 40 variables showed that a series of interrelated teacher behaviors and characteristics correlated significantly with student achievement. The two research hypotheses formulated focused on the linguistically definable and pedagogical aspects of the teachers's classroom behavior. The major recommendations emerging from the study concerned teacher training innovations and further research needs. (Author/AF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC