Test of a Contingency Model of Teacher Effectiveness.

Autor/inn/en	Reavis, Charles A.; Derlega, Valerian J.
Titel	Test of a Contingency Model of Teacher Effectiveness.
Quelle	(1972), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Control Groups; Educational Research; Group Behavior; Leadership Styles; Response Style (Tests); Responses; Student Teacher Relationship; Task Analysis; Teacher Attitudes; Teacher Education; Teacher Effectiveness; Teaching Styles + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Bildungsforschung; Pädagogische Forschung; Gruppenverhalten; Führungsstil; Antwortverhalten; Aufgabenanalyse; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil
Abstract	The basic theory that the teacher style required for effective learning in the classroom is contingent on the favorableness of the group situation was tested in a controlled experiment. Eight groups of eighth-grade boys were assigned to two teachers, four groups for each. Two hypotheses were under examination: (1) A task-oriented teacher will be more effective in terms of student learning in a situation that is unfavorable rather than favorable for being a teacher; (2) A person-oriented teacher will be more effective in a situation that is favorable rather than unfavorable for being a teacher. The test studied the interrelationship between teacher style and situational factors with student performance. The subject was word imagery. The task-oriented teacher gave directions one step at a time, criticized and praised individuals, remained aloof from the group, and determined how the session should be conducted. The person-oriented teacher explained the subject, criticized and praised the group as a whole, and conducted the session democratically as a member of the group. While statistically accurate measurement of pupil achievement under the different teaching styles and situations were not obtainable, a general conclusion was reached. The implication was that teacher education students should be taught to vary their teaching style according to the favorableness of the teaching situation. Appendixes include the test given to the students after the teaching session; instructions to the two teachers; and a form for the students to use in evaluating the experience. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01