The Interplay of Teacher and Student Characteristics that Affect Student Learning, Attitudes, and Coping Skills. Final Report of the Teaching-Learning Interaction Study. Volumes I-III.

Autor/inn/en	Peck, Robert F.; und weitere
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	The Interplay of Teacher and Student Characteristics that Affect Student Learning, Attitudes, and Coping Skills. Final Report of the Teaching-Learning Interaction Study. Volumes I-III.
Quelle	(1982), (1160 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Techniques; Educational Environment; Elementary Education; Self Esteem; Socioeconomic Status; Student Attitudes; Student Behavior; Student Characteristics; Student Evaluation of Teacher Performance; Student Needs; Student Reaction; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teacher Student Relationship; Teaching Styles; Time on Task + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; Self-esteem; Selbstaufmerksamkeit; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Student behaviour; Schülerkritik; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Zeitaufwand
Abstract	The Teaching-Learning Interaction Study tested the separate and interactive effects of teacher and student entry characteristics on their subsequent classroom behavior, and the effect of that behavior on students' regressed gain, over a school year, in achievement, attitudes toward school, self-esteem, and coping skills. Fifty-three tri-ethnic sixth-grade classes, comprising about 1,500 students, were studied the first year, and 43 classes of about 1,200 new students were studied in the next year. A second replication sample of 27 fourth to seventh grade classes, with about 700 students, was studied in Daviess County, Kentucky. Findings included: (1) Teacher age and experience showed either no relationship or a negative relationship to the measures of teaching effectiveness; (2) Teachers' self-rated personal traits did not predict teacher or student classroom behavior; (3) Student socioeconomic status (SES), ethnicity, and pre-test status showed substantial effects on student outcomes; (4) Observer-rated teacher behavior had strong effects on students' evaluation of the teacher's impact on them; (5) Teacher behavior showed effects on student time-on-task behavior and outcomes; and (6) A given kind of teaching behavior had different effects on different kinds of students, especially very low-achieving, low SES, minority students, or high-achieving, high status students. Findings suggest that particular sub-groups of students need to be looked at afresh each year, and their responsiveness to instruction alertly monitored. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC