Relationships between teacher needs and teacher behavior in the classroom.

Wallen, Norman E.; Travers, Robert M. W.; Reid, Ian; Wodtke, Kenneth H.

doi:10.1037/h0044740

Cited by 9 publications

(3 citation statements)

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“…For example, a "friendly, warm, understanding, sensitive, sincere, empathic, rapport-maintaining" sort of style pattern was reported by Bowers, Davis, and Bowers (1962), Hodgson and Horst (1959), Medley (1962), Medley and Mitzel (1959), , Ryans (1960a), and Wallen and others (1963) as well as by other investigators during recent years. In the reviewer's opinion, these should be considered primarily as underlying characteristics, or source traits, rather than teacher behaviors.…”

Section: Internal Inputs Contributing To Instructor Behaviormentioning

confidence: 75%

“…In the reviewer's opinion, these should be considered primarily as underlying characteristics, or source traits, rather than teacher behaviors. A pattern of styles involving "stimulating, imaginative, achievement-motivating, active, resourceful, dynamic" teacher characteristics was reported by Cotsonas and Kaiser (1962), Hodgson andHorst (1959), Medley (1962), Ryans (1960a), and Wallen and others (1963). Although the behaving styles reported covered a wide range, certain styles appeared to have been observed with some regularity by different researchers.…”

Section: Internal Inputs Contributing To Instructor Behaviormentioning

confidence: 79%

“…Assuming the validity of the reviewer's opinion that a change for the better has taken place, one is tempted to surmise the influences involved. In a factor analysis of Q sorts of teacher classroom behavior, Wallen and others (1963) found "much academic activity versus little academic activity" as a major factor. Undoubtedly, one influence for improved research has issued from federal support through the Cooperative Research Program and the National Defense Education Act Title VII Program of the U.S. Office of Education.…”

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Chapter VII: Assessment of Teacher Behavior and Instruction

Ryans¹

1963

Review of Educational Research

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tTHERE HAS BEEN a large quantity of research reports dealing with teacher behavior during the five-year interval since the topic was last covered in the REVIEW. A wide range of variables has been investigated. An overview of the reports suggests that investigations have been piecemeal and fragmentary for the most part; only occasional attempts have been made to conduct coordinated programmatic research or to relate studies to some theoretical model.In the reviewer's opinion, several general trends are in evidence: 1. Research on teacher behavior appears to have improved in quality in recent years. The state of the art seems to have changed since 1952, when, in introductory remarks to the June issue of the REVIEW, "Teachers and Nonacademic Personnel," the present reviewer deplored the scarcity of well-designed research and the relative dearth of significant investigations. Although 10 years later poorly designed research continues to be reported, a larger proportion of the output seems to meet reasonable standards. Moreover, many of the studies deal with problems of basic importance. Assuming the validity of the reviewer's opinion that a change for the better has taken place, one is tempted to surmise the influences involved. It would be difficult to assess the reasons with any assurance; nevertheless, one does have the impression that generally more sophisticated researchers are being granted advanced degrees, that there is improved understanding of research design and methodology, and that more efforts are being extended toward relating empirical results to organized theoretical positions. Undoubtedly, one influence for improved research has issued from federal support through the Cooperative Research Program and the National Defense Education Act Title VII Program of the U.S. Office of Education.2. A second trend, which is undoubtedly related to the improvement in the quality of research, has been an increase in attention given to methodological problems. The criterion problem is no longer neglected as much as it was a few years ago; methods for observation and data collection have been refined and improved; and relatively sophisticated design and analysis techniques increasingly have been employed. 415 at Monash University on June 3, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCHVol. XXXIII, No. 4 3. A third general trend has been a lessening of attention to the topic of teacher effectiveness, which often has been elusive in its ramifications because of the incomparability of evaluative criteria. Instead, one may note an increase in attention to the fundamental problem of the description of teacher behavior and to the conditions with which various teacher behaviors are correlated. One serious impediment to the understanding of teacher behavior has been the frequent failure of researchers to recognize that before progress can be made in any field of science there must be a long period of investigation devoted to (a) the identification of the elements or components that make up the ph...

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Section: Internal Inputs Contributing To Instructor Behaviormentioning

confidence: 75%

Section: Internal Inputs Contributing To Instructor Behaviormentioning

confidence: 79%

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confidence: 99%

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Chapter VII: Assessment of Teacher Behavior and Instruction

Ryans¹

1963

Review of Educational Research

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The introductory college course in psychology: An empirical analysis

Astin

1965

Psychol. Schs.

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Psychologists have shown an increasing interest in the empirical study of their own professional activities, as is evidenced by recent studies of clinical practice (e.g., Kelly and Goldberg, 1959; Sundberg, 1961) and of research productivity (e.g., Clark, 1957; Wispk, 1963). One aspect of the psychologist's professional practice which has so far escaped any intensive analysis is the instruction of undergraduates. Although it is known that alumni who majored in psychology tend to regard their undergraduate training favorably (Barnette, 1961;Carrier, 1962), very little is known about the specific instructional techniques and classroom behavior of the typical college teacher of psychology.The purpose of the study to be reported here was to learn how the introductory undergraduate course in psychology is typically conducted in a large sample of colleges and universities. For many undergraduates, this introductory course represents their only formal exposure to psychology, as well as one of their few chances to observe and interact with a psychologist. For the student who might consider pursuing a career in psychology, the experience of this first course can be a crucial factor in determining his eventual career choice. Thus, the introductory course in psychology influences not only the public image of psychology but also the recruitment of students into the field.In the present study we were able to obtain descriptions of introductory psychology classes from students at 246 different institutions, and to compare the typical psychology class with typical classes in 18 other fields. Although the resulting picture is not always flattering, perhaps it will be helpful in stimulating members of the profession to study the effects of their own teaching practices. METHOD SuhjeckThe data for this study were collected as part of a larger study of the intellectual and social environments of undergraduate institutions. The population from which the subjects were originally selected included all the freshmen (N = 127, 212) entering 246 four-year colleges and universities in the fall of 1961.' In the summer of 1962-at the end of the freshman year-a questionnaire was sent to 60,000 of these students (about 250 per college). Usable returns were obtained from approximately 32,000 students-an average of about 130 per college.The questionnaire was concerned primarily with the student's experiences during his freshmanyear. It included a section headed "Description of one of your classes." The student waa instructed to name "the course you took this past year which was most closely related to your primary field of interest." Space was provided for the student to indicate the course title, the department, the section, and a variety of other information (see Ratings of Courses, below). The questionnaires revealed that students a t a fairly high proportion of institutions had taken 19 different

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Control, Conflict, and Collaboration in the Classroom

Tjosvold

1980

The Educational Forum

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Relationships between teacher needs and teacher behavior in the classroom.

Cited by 9 publications

References 9 publications

Chapter VII: Assessment of Teacher Behavior and Instruction

Chapter VII: Assessment of Teacher Behavior and Instruction

The introductory college course in psychology: An empirical analysis

Control, Conflict, and Collaboration in the Classroom

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