The effects of direct and indirect teacher influence on dependent-prone students learning geometry.

Amidon, Edmund; Flanders, Ned A.

doi:10.1037/h0043674

Cited by 65 publications

(17 citation statements)

References 8 publications

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“…) found no interaction between pupil dependence proneness and teacher directivity. An experimental study by Amidon & Flanders (1961), however, indicates that dependent prone students profit on non-directivity, while no significant differences were found either for independent students, or for the sample as a whole. This result seems rather surprising.…”

Section: Introductioncontrasting

confidence: 47%

Teacher Leadership and Pupil Reaction: the Authoritarian‐Democratic Dimension Revisited

Rian

1969

Pedagogisk Forskning

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RIAN, H. (1969). Teacher Leadership and Pupil Reaction: The Authoritarian Democratic Dimension Revisited. Pedagogisk Forskning, Scand. J. Educ. Res. 13, 1-15. The purpose of the study was 1) to make an experimental comparison between the effects of directive and non-directive teacher leadership on pupil achievement and satisfaction, and 2) to explore possible interactions between teacher leadership patterns and a) pupil preferences for teacher behaviour; b) pupil scholastic ability. No significant main or interaction effects were found.

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Section: Introductioncontrasting

confidence: 47%

Teacher Leadership and Pupil Reaction: the Authoritarian‐Democratic Dimension Revisited

Rian

1969

Pedagogisk Forskning

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“…Eugene Stivers is associate professor of psychoeducational process at Temple University, Philadelphia. positive learner attitudes (Amidon and Flanders, 1961;Amidon and Simon, 1965;Flanders, Brode, and Morrison, 1968;Flanders, 1969). Recent research has shown , that this general relationship between indirect teacher behavior and student achievement may not apply to low socioeconomic status students (Rosenshine, 1976).…”

Section: Temple Universitymentioning

confidence: 96%

The Relation of Student Teachers' Classroom Behavior and Eriksonian Ego Identity

Walter

Stivers

1977

Journal of Teacher Education

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Planning the curriculum for teacher training and selecting students for admission present a number of questions. Responsible persons are always looking for better answers to them. Admitting the &dquo;wrong&dquo; people, administering &dquo;useless&dquo; training, and having students &dquo;fail&dquo; in performance near the end of their programs, are all certainly costly and painful.The limitations of using cognitive information to help answer these questions have kept some investigators searching for personality information, even against mainstreams of current interest within educational psychology. Research involving prediction of achievement in learning, as well as actual practice in admission to school programs are generally based on cognitive variables such as IQ, grade point average, college board score, and Graduate Record Exam.This study investigated the usefulness of an Eriksonian construct of ego identity in accounting for the success or failure of student teachers. Erikson asserts that to consumate a firm positive ego identity during late adolescence (which normally involves reducing identity diffusion and resolving an acceptable psychosocial identity) is closely connected to ability to put together an occupational identity and relate well to others in work and personal interaction (Erikson, 1963). Several studies in the sixties attempted with some success to build a measure of ego identity based on Erikson's idea, and to correlate its scores with assessments of adjustment (Block, 1961;Rasmussen, 1964;Wessman and Ricks, 1966;Marcia, 1966).Regarding the assessment of student teacher success or failure, some research has shown that the verbal behavior of teachers is representative of overall teacher behavior, and that versions of interaction analysis have certain kinds of validity and reliability as means of recording and analyzing classroom teaching behavior. A line of research employing interaction analysis has indicated that teacher behavior defined as indirect, but specifically those indirect behaviors classified as &dquo;accepting learner ideas&dquo; are related to learner achievement and Shirley A. Walter is coordinator of education field experiences and professor of education, West Chester State College, West Chester, Pennsylvania. Eugene Stivers is associate professor of psychoeducational process at Temple University, Philadelphia. positive learner attitudes (Amidon and Flanders, 1961;Amidon and Simon, 1965;Flanders, Brode, and Morrison, 1968; Flanders, 1969). Recent research has shown , that this general relationship between indirect teacher behavior and student achievement may not apply to low socioeconomic status students (Rosenshine, 1976).Other research has suggested that the complexity of questions asked by a teacher may be directly related to learner achievement and attitudes (Gallagher and in this area, too, some recent research raises doubts about this relationship's application to teaching low socioeconomic status students (Rosenshine, 1976).The purpose of this study was to measure the r...

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“…The student-teacher interaction model is one of the first communication models that used observational coding to record behaviors for predictive purposes in an observed setting (Amidon & Flanders, 1967). Observational coding is the process of recording a set of behaviors in order to determine when and if those behaviors occur in an observed setting (Bakeman & Gottman, 1986).…”

Section: Student-teacher Interaction Modelmentioning

confidence: 99%

Communication Patterns in Hostage Negotiations

McClain¹,

Callaghan²,

Ba³

et al. 2006

Journal of Police Crisis Negotiations

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The effects of direct and indirect teacher influence on dependent-prone students learning geometry.

Cited by 65 publications

References 8 publications

Teacher Leadership and Pupil Reaction: the Authoritarian‐Democratic Dimension Revisited

Teacher Leadership and Pupil Reaction: the Authoritarian‐Democratic Dimension Revisited

The Relation of Student Teachers' Classroom Behavior and Eriksonian Ego Identity

Communication Patterns in Hostage Negotiations

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