Research Linking Teacher Behavior to Student Achievement: Potential Implications for Instruction of Chapter 1 Students.

Autor/in	Brophy, Jere
Titel	Research Linking Teacher Behavior to Student Achievement: Potential Implications for Instruction of Chapter 1 Students.
Quelle	(1986), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Educational Environment; Educational Quality; Educational Strategies; Elementary Secondary Education; Instructional Design; School Effectiveness; Student School Relationship; Teacher Behavior; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Lehrstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Schuleffizienz; Schüler-Lehrer-Beziehung; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reviews research on school effects and teacher effects on student achievement. In general, academic learning is influenced by the amount of time that students spend engaged in appropriate academic activities. Students learn more efficiently when their teachers instruct them actively by structuring new information and helping them relate it to what they already know, and then monitoring their performance and providing corrective feedback through recitation, drill, practice, and application activities. Schools that foster progress in academic achievement tend to be those that place a high priority on achieving and adopt high but realistic expectations, coordinated instructional efforts, and periodic assessments of progress. Elements that lead to success in the traditional whole-class instruction approach are discussed at length. Adaptations of those elements for grade level, subject matter, and student socioeconomic status/ability/affect are pointed out. Research on the following topics is also discussed: (1) conceptual change teaching; (2) teaching cognitive strategies; (3) mastery learning; (4) individualized/adaptive instruction; (5) computerized instruction; and (6) effective instruction in special education and resource room situations. An extensive list of references is included. (PS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC