The Effects of Set Induction upon the Achievement of Ninth-Grade Pupils and Their Perception of Teacher Effectiveness

Schuck, Robert F.

doi:10.1080/00220671.1969.10883842

Cited by 6 publications

(5 citation statements)

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“…These findings were found to be independent of curricular patterns, class size, recency of teacher training, and free from pretest-treatment interaction. In addition, teachers who used set induction techniques were rated significantly higher by their students than the control group teachers (Schuck, 1969a(Schuck, , 1969b(Schuck, , 1970a(Schuck, , 1970b(Schuck, , 1970c(Schuck, , 1971(Schuck, , 1981(Schuck, , 1982.…”

Section: Researchmentioning

confidence: 98%

“…It should be noted that the Posttest Only Control Group Design precludes the preferred use of gain scores in data analysis. The tests employed were modifications of those used by Schuck in previous studies (Schuck, 1969a(Schuck, , 1970a(Schuck, , 1971(Schuck, , 1981Schuck and Otto, 1984). The modification consisted of an expansion in the number of test items.…”

Section: Data Collectionmentioning

confidence: 99%

“…Each test was expanded to 60 items. Items added were subjected to the same field testing procedures as those in the original (Schuck 1969a(Schuck , 1971). …”

Section: Data Collectionmentioning

confidence: 99%

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An Empirical Analysis of the Power Robert F. Schuck of Set Induction and Systematic Questioning as Instructional Strategies

Schick

1985

Journal of Teacher Education

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Medicine.wo decades ago the Stanford Secondary Teaching Skills t Program embarked upon a series of in-depth studies t directed toward making a systematic analysis of teaching. As a result, several teaching skills were identified and programs were designed to train teachers at both the preservice and inservice levels in what was assumed to be the core of teacher competence. This was the fertile soil that nourished both the Competency Based Teacher Education movement and the Microteaching format.One of the teacher competencies identified was that of set induction. Aubertine formulated an operational definition and in a crucial study demonstrated that teachers could be trained to use this skill within the microteaching environment (Aubertine, 1964). In the 1970s a series of carefully designed and logically sequenced studies was launched by Schuck. The major focus of this work was to ascertain the impact of the employment of set induction by teachers upon student achievement and on both short-and long-term knowledge retention.These studies found that students taught by teachers employing set induction procedures manifested significantly higher levels of achievement and enhanced long-and shortterm knowledge retention than students taught by a control group of teachers. These findings were found to be independent of curricular patterns, class size, recency of teacher training, and free from pretest-treatment interaction. In addition, teachers who used set induction techniques were rated significantly higher by their students than the control group teachers (Schuck

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Section: Researchmentioning

confidence: 98%

Section: Data Collectionmentioning

confidence: 99%

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An Empirical Analysis of the Power Robert F. Schuck of Set Induction and Systematic Questioning as Instructional Strategies

Schick

1985

Journal of Teacher Education

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“…An extension of this strategy of research was undertaken by Schuck at Arizona State University. He found that pre-service teachers trained in the deliberate use of set induction techniques in their instructional strategies were judged more effective teachers and their student registered higher achievement test scores in a unit on respiration (.01) [4].…”

Section: Introductionmentioning

confidence: 99%

Effects of set induction upon pupil achievement retention and assessment of effective teaching in units on respiration and circulation in the BSCS curricula

Schuck

1971

Science Education

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“…The second preview type, set induction, has its research origins in ninth grade biology classrooms (Schuck, 1969;1981;1985). The intent of set induction is, first, prior to a presentation, to present to students a commonly known referent in the form of an analogy, and second, during the presentation as new information is being given, to constantly refer the information back to the introductory analogy.…”

Section: Provide a Preview Of Information Prior To An Explanationmentioning

confidence: 99%

Instructional behaviors for clearer presentations in the classroom

Chilcoat

1989

Instr Sci

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Teachers spend a considerable amount of classroom time talking to students. Much of this talk revolves around expository presentations of information. Teachers claim the reason for the quantity of teacher talk is to clarify instruction to students. However, discrepancies can exist between what teachers assume are the benefits of their talk and how students learn from such talk. To match students' abilities to learn, teachers must produce clearer instructional presentations. This article proposes the importance of structure in developing sound teacher expository presentations. Nine instructional behaviors based on correlational and experimental research during the past two decades are presented in the form of teacher guidelines to maximise precision and structure in teacher talk in order to facilitate student achievement.

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The Effects of Set Induction upon the Achievement of Ninth-Grade Pupils and Their Perception of Teacher Effectiveness

Cited by 6 publications

References 1 publication

An Empirical Analysis of the Power Robert F. Schuck of Set Induction and Systematic Questioning as Instructional Strategies

An Empirical Analysis of the Power Robert F. Schuck of Set Induction and Systematic Questioning as Instructional Strategies

Effects of set induction upon pupil achievement retention and assessment of effective teaching in units on respiration and circulation in the BSCS curricula

Instructional behaviors for clearer presentations in the classroom

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