A factorial experiment on teacher structuring, soliciting, and reacting

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Studied the causal effects of teacher behavior in classroom recitations. Each of 4 teachers taught ecology to 8 6th-grade groups. Eight treatments factorially varied 2 levels of teacher structuring, soliciting, and reacting. Students took aptitude, achievement, and attitude pretests, posttests, and 3-wk retention tests. During 9 daily 40-min lessons, students first read a few pages of text and then were taught by 1 of the 8 types of classroom recitation. Low soliciting yielded higher achievement. Low structuring and low reacting interacted to yield lower achievement. The essay posttests of achievement and posttest of attitude toward ecology were unaffected. The retention measures showed similar main and interaction effects. The 4 teachers had different effects despite rigorous control of teacher behavior and subject matter. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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