A Study of Behavioral Responsiveness in Teachers' Verbal Interactions with Students [electronic resource] / Philip C. McKnight.
This study was based on the hypothesis that involvement in the dialogue of a lesson may increase students' opportunities to understand the concepts being discussed and may enlarge the teacher's opportunities to diagnose and respond to students' learning problems. Sixty teachers from t...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1972.
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| Subjects: |
MARC
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| 100 | 1 | |a McKnight, Philip C. | |
| 245 | 1 | 2 | |a A Study of Behavioral Responsiveness in Teachers' Verbal Interactions with Students |h [electronic resource] / |c Philip C. McKnight. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1972. | ||
| 300 | |a 11 p. | ||
| 500 | |a ERIC Document Number: ED062296. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, April 1972). |5 ericd. | ||
| 520 | |a This study was based on the hypothesis that involvement in the dialogue of a lesson may increase students' opportunities to understand the concepts being discussed and may enlarge the teacher's opportunities to diagnose and respond to students' learning problems. Sixty teachers from the Stanford University Secondary Teacher Education Program 1969-70 participated in the training program. Two procedures to promote teacher responsiveness were formulated. One procedure trained teachers to listen and summarize student feedback for later use. This procedure consisted of two one-hour instructional tape recordings separated by a 15-minute break. The other procedure sensitized teachers to respond to student feedback "appropriately" with verbal replies and suggestions of learning activities. This procedure included a one-hour instructional program of reading, video tape reviewing, and discussion. Results of the listening skills training program showed that trainees improved their ability to recall essential points from tape recorded excerpts. There were no significant differences between the groups receiving response appropriateness training and the groups that did not receive such training. Responsive behavior may be more relevant when the teacher can attune himself to each student's academic and personal needs. (MJM) | ||
| 650 | 1 | 7 | |a Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Communication. |2 ericd. |
| 650 | 0 | 7 | |a Communication (Thought Transfer) |2 ericd. |
| 650 | 1 | 7 | |a Listening Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Behavior. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Response. |2 ericd. |
| 650 | 1 | 7 | |a Verbal Communication. |2 ericd. |
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