Teacher Behavior, Student Achievement and Student Attitudes: Descriptions of Selected Classrooms. Correlates of Effective Teaching. [Report No.: UTR&D-4063

Autor/in	Evertson, Carolyn M.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Teacher Behavior, Student Achievement and Student Attitudes: Descriptions of Selected Classrooms. Correlates of Effective Teaching. [Report No.: UTR&D-4063
Quelle	(1979), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Affective Behavior; Class Organization; Classroom Environment; English Instruction; Junior High Schools; Mathematics Instruction; Student Attitudes; Student Evaluation of Teacher Performance; Student Teacher Relationship; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teaching Styles + Suchen Sie Ihr Suchwort? Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Klassenklima; Unterrichtsklima; English langauage lessons; Englischunterricht; Sekundarstufe I; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil
Abstract	English and mathematics teachers in junior high schools were observed for an average of 20 one-hour periods throughout the school year. The purpose of the study was to determine the relationship between the affective behavior of the teacher and the students' academic achievement and attitudes. Anecdotal information based on the classroom observers' summary descriptions are used to capture the salient characteristics and the overall tone of teacher behavior and classroom environment. High achievement-high attitude classes were characterized by good organization, a high proportion of time in instructional activity, and task-orientation. Low achievement-low attitude classes were chaotic, unstructured classrooms with less task-orientation. The descriptive summaries suggest that there is a distinct relationship between good classroom management (planning and organization of activities) and student learning and behavior. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01