Literaturnachweis - Detailanzeige
| Autor/in | Au, Kathryn H. |
|---|---|
| Institution | Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project. |
| Titel | Relationships Between Selected Teacher Behaviors and Pupil Academic Achievement: Preliminary Observations (Sample Project A). The Effect of Teacher Input on Student Performance (Sample Project B). Technical Report #35. |
| Quelle | (1974), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Achievement Rating; Demonstration Programs; Early Childhood Education; Hawaiians; Kindergarten Children; Modeling (Psychology); Performance Factors; Positive Reinforcement; Research; Student Teacher Ratio; Student Teacher Relationship; Teacher Behavior; Teaching Styles |
| Abstract | This Kamehameha Early Education Program (KEEP) report describes two studies on the effects of student-teacher interaction on student performance. Study I explored the relationship between three kinds of teacher behaviors (modeling, teacher attention to individual students, and praise-giving to individual students) and the pupil's academic achievement. The daily achievement of nine kindergarten children in the upper third of their class was recorded. Videotapes of 16 lessons (15 to 30 minutes each) on the use of cuisenaire rods for mathematical development were analysed. Results indicated that neither the teacher's modeling behavior nor the amount of praise and amount of individual attention awarded by her was related to the children's academic achievement. Study II investigated the effect of two methods of teacher input on student performance: working with one small group for a 5-minute period while the other children worked independently (condition A) and moving from table to table giving individual assistance as needed (condition B). The subjects, 28 kindergarten children, were divided into five heterogeneous groups. One group of six students was assigned to condition A and the rest to condition B. Differences in achievement between condition A and B were not statistically significant, although there were more statements of academic input to students under condition B than under condition A. (CM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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