Adapting teacher style to pupil differences, teachers for disadvantaged children [microform] / Miriam L. Goldberg.
Two assumptions underly this paper--(1) a pupil's learning is, in large measure, a function of the kind of teaching to which he is exposed and (2) a variety of "good" teachers differentially suited by temperament and training is needed to teach differing groups of students. Studies of...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1963.
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| Subjects: |
MARC
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| 100 | 1 | |a Goldberg, Miriam L. | |
| 245 | 1 | 0 | |a Adapting teacher style to pupil differences, teachers for disadvantaged children |h [microform] / |c Miriam L. Goldberg. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1963. | ||
| 300 | |a 19 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED001425. | ||
| 520 | |a Two assumptions underly this paper--(1) a pupil's learning is, in large measure, a function of the kind of teaching to which he is exposed and (2) a variety of "good" teachers differentially suited by temperament and training is needed to teach differing groups of students. Studies of teacher performance made the categorizing of teacher style imperative. Style should be categorized according to work orientation, social relations orientation, and personal orientation. Verbal behavior should also be categorized. Teachers and students should be matched, not every teacher is good for every student. A hypothetical model of the successful teacher of disadvantaged pupils was constructed. He must respect his pupils, he must view sympathetically the alien culture of his students, he should be aware of the family structure, and the ethnic group and language of his pupils, he should understand how a child's abilities are assessed, he should make the pupils think he can produce, he should be a showman and try a great variety of strategies. Though one person cannot completely achieve this model, teachers can be aided through new courses, laboratory experiences, and special selection. A bibliography is included. | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Student Teacher Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Guides. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED001425 |h Other scheme |i microfiche |n 1 |