Teacher behavior related to pupil growth

Soar, Robert S.

doi:10.1007/bf01450312

Cited by 12 publications

(6 citation statements)

References 20 publications

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“…Numerous observation systems have been developed and used in such investigations (Simon & Boyer, 1974). However, there is a corresponding paucity of published research that documents relationships between teaching-learning pro cesses and educationally relevant pupil outcomes (Dunkin & Biddle, 1974;Heath & Nielson, 1974;Rosenshine, 1971;Smith, 1971;Soar, 1972). A reason for many insignificant findings may be that investigators have inadequately controlled or accounted for a number of sources of vari ance associated with observational studies (McGaw, Wardrop, & Bunda, 1972).…”

Section: Ted Frick Melvyn I Semmelmentioning

confidence: 94%

“…If persons other than the developers train observers on the systems, the intended nature of the systems can be inadvertently distorted. This could be one reason why results from observational studies using the same system with different investigators have been inconsistent (Soar, 1972). In order to reduce this problem, Thiagarajan (1973) suggested that self-contained, criterion-referenced instructional packages be developed for observation systems (e.g., Lynch & Ames, 1971).…”

Section: Poorly Designed Observation Systemsmentioning

confidence: 97%

“…One of the problems in drawing conclusions from observational studies relating teacher behavior to pupil growth is that it is difficult to generalize findings from independent studies in which information about the behavioral variables is inadequate (Borich & Malitz, Note 2;Soar, 1972). Criterion-referenced measures of observer agreement within the context of an observation system instructional package could help reduce this problem (e.g., Fink & Semmel, 1971).…”

Section: Agreement With Whom?mentioning

confidence: 97%

“…Reliable measurements of teaching-learning processes and their con texts are especially important in studies that attempt to relate these variables statistically to outcome measures, such as growth in learner knowledge (Soar, 1972). Unreliability of either or both measures will tend to attenuate the magnitude of the correlation between their true scores.…”

Section: Ted Frick Melvyn I Semmelmentioning

confidence: 99%

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Observer Agreement and Reliabilities of Classroom Observational Measures

Frick

Semmel

1978

Review of Educational Research

165

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Section: Ted Frick Melvyn I Semmelmentioning

confidence: 94%

Section: Poorly Designed Observation Systemsmentioning

confidence: 97%

Section: Agreement With Whom?mentioning

confidence: 97%

Section: Ted Frick Melvyn I Semmelmentioning

confidence: 99%

See 2 more Smart Citations

Observer Agreement and Reliabilities of Classroom Observational Measures

Frick

Semmel

1978

Review of Educational Research

165

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“…The effective middle school teacher incorporates indirectness of teaching. Soar (1972) cites a number of studies linking teacher indirectness to student achievement. Furst's study especially demonstrates the effectiveness of some measure of indirectness.…”

Section: Instructional Skillsmentioning

confidence: 99%

Competencies for Middle School Teaching: A Review of Empirical Studies of Teacher Effects

Strahan

1977

Middle School Research Selected Studies

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Relationships between classroom behavior and instructional outcomes in an individualized science program

Power

Tisher

1976

J Res Sci Teach

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IntroductionOne feature of previous research on teaching is that the vast majority of studies have been conducted in a more formal setting in which the teacher is the dominant actor. Rosenshine and Furst (1971) believe this research to be "chaotic, unorganized and selfserving." They argue that curriculum packages should be used more extensively in descriptive, correlational, and experimental studies of teaching because such packages offer some degree of control over the teaching -learning situation. With the increased availability of self-paced or "individualized" science curricula such as the Australian Science Education Project (ASEP) and ISCS, the need for systematic studies of teaching in classes using self-paced materials becomes even more pressing. At this point, we can only speculate about the nature and effects of different patterns of teacher and student behavior in "individualized" classroom settings. In this study, an attempt was made to (a) describe the nature of teacher-pupil-materials interactions occurring in classrooms using Australian Science Education Project (ASEP) materials, and (b) study relationships between these interaction patterns, changes in student achievement, and attitudes toward science in classes taught by teachers whose educational values, experience, and training differed. Theoretical RationaleTheoretical positions (Bennis, 1966;Giaquinta, 1973) regarding the process of innovation in school systems would lead one to anticipate widespread adoption of State-supported, self-paced science curriculum materials in Australian schools, and for such a material-based innovation to retain substantial integrity of original meaning when used by teachers in different situations. Self-paced materials demand that the classroom game be played a particular way; students are constrained to work independently at their own pace through a more or less structured and sequenced set of experiments and activities, and the teacher is constrained to act as manager of materials and groups and as a guide and resource person. However, as Rogers and Shoemaker (1971) point out in their review of diffusion studies, the 489

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Teacher behavior related to pupil growth

Cited by 12 publications

References 20 publications

Observer Agreement and Reliabilities of Classroom Observational Measures

Observer Agreement and Reliabilities of Classroom Observational Measures

Competencies for Middle School Teaching: A Review of Empirical Studies of Teacher Effects

Relationships between classroom behavior and instructional outcomes in an individualized science program

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