Willard Korth

Teacher Perceptions and Teacher-Student Interaction in Integrated Classrooms.

Teacher ratings of students’ potential achievement, classroom behavior, and personal characteristics, and teacher-student dyadic interaction measures were obtained to examine the nature of teacher perceptions and interaction with black and white, male and female students in integrated classrooms. Two-way (race X sex) multivariate analysis of variance of the ratings and interaction data yielded significant differences in teacher perceptions of their students according to race, with whites being rated more favorably than blacks. There were no significant sex effects or differences in teacher-student interaction. Examination of the relationship between student behavior and teacher ratings revealed differences between black and white students, suggesting that the teacher differentially interpreted the same student behavior depending on the students’ race.

Context Factors and Individual Differences in Pupil Involvement in Learning Activity.

AbstractAssuming that pupil involvement in academic learning activities (involved time) is a behavioral indicator of pupil learning, this study examined three context variables (subject area, day of the week, and academic activity format) and one pupil variable (previous achievement growth) in relation to pupil involved time. Individual pupil behavior was observed in fourth grade classrooms and coded according to type of academic activity and activity format (individual, group) during language arts, math, science, and social studies classes. Differences in involved time were found for subject area, day of the week, and achievement growth. The implications of the results for making more effective use of allocated instructional time are discussed.

Videotaping: A tool for enhancing the teacher’s understanding of cognitive science and teacher self-development

SummaryFollow-up research is required to investigate the effects of our beginning teacher preparation programs for secondary science teachers on classroom performance, student achievement, and higher order mental functioning of classroom teachers. Nevertheless, preliminary indications from working with students during the last several years show many encouraging outcomes among beginning teachers, including: increased knowledge of cognitive science, especially applications in instruction and learning; development of more analytical, self-directed classroom behavior; and enhanced capability of utilizing and powerful tool of video-taping for professional self-improvment.