Journal ArticleDOI
Relationships between teacher behaviors and pupil achievement in three experimental elementary science lessons.
TLDR
Despite considerable growth in the number of observational studies of teaching in the last five years, there have been relatively few investigations of the relationships between what teachers do in the classroom and pupil achievement as mentioned in this paper.Abstract:
Despite considerable growth in the number of observational studies of teaching in the last five years, there have been relatively few investigations of the relationships between what teachers do in the classroom and pupil achievement (Nuthall, 1968; Meux, 1967). As Gage has noted (Gage, 1966), observational data-gathering in classrooms has an obvious attraction to educational researchers, but there is little if any empirical evidence which makes it clear just what aspects of teacher behavior are most relevant to the major concerns of schools.read more
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A Comparative Analysis of Student-Teacher Interpersonal Similarity/Dissimilarity and Teaching Effectiveness.
TL;DR: In this paper, the authors investigated the relationship between perceived teacher-student homophily/heterophily along the five dimensions of interpersonal distance and teaching effectiveness and examined five factors accounting for 46 percent of total variation in image evaluations: empathy, competence, conventionality, stage presence, and excitement.
Journal ArticleDOI
Student Behaviors, Teacher Reinforcement, Student Ability, and Learning.
TL;DR: In this paper, the causal effects of student behaviors, teacher reinforcement, and student ability (reading achievement and intelligence) on achievement were evaluated using path analysis, and the strongest effects were from student ability measures, with accurate responding by students and teacher reinforcement of accurate responding exhibiting smaller but significant effects.
Journal ArticleDOI
Learning, Opportunity to Cheat, and Amount of Reward
TL;DR: The authors found that subjects perceived the opportunity to cheat as one which, if combined with an intensified learning effort, could lead to maximum test performance, and found a significant positive relationship between payoff and test performance.
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