The Texas Teacher Effectiveness Study: Student Sex, Grade, and Socioeconomic Status Differences in Classroom Process Measures.

Autor/inn/en	Brophy, Jere E.; und weitere
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	The Texas Teacher Effectiveness Study: Student Sex, Grade, and Socioeconomic Status Differences in Classroom Process Measures.
Quelle	(1975), (99 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age Differences; Classroom Observation Techniques; Classroom Research; Discipline; Elementary School Students; Elementary School Teachers; Grade 2; Grade 3; Grouping (Instructional Purposes); Interaction Process Analysis; Predictor Variables; Primary Education; Questioning Techniques; Sex Differences; Socioeconomic Influences; Socioeconomic Status; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Teacher Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; Disziplin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Grouping; Gruppenbildung; Prozessanalyse; Prädiktor; Primarbereich; Befragungstechnik; Fragetechnik; Sex difference; Geschlechtsunterschied; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Twenty-eight second and third grade classrooms in Austin, Texas were observed for approximately thirty hours each, using an elaboration of the Brophy-Good Dyadic Interaction Observation System. These process data were then analyzed for differences according to grade, student sex, and student socioeconomic status (SES). Grade and sex differences were below chance levels in frequency and were generally as would be expected in direction. However, SES differences were widespread, indicating that teachers working at the same grade level may be faced with very different opportunities and demands. High SES classrooms featured eager and competitive students and businesslike teachers who focused on the curriculum. In contrast, low SES classrooms featured students who were fearful, anxious, and generally alienated from the student role. Their teachers attempted to combat student fears with patience and determination, and showed a greater willingness to deviate from the curriculum and to attend to matters of personal concern or interest; they generally exhibited a more personalized approach. These process differences in teacher behavior appeared to be appropriate responses to the particular demands placed upon the teachers. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC