Relationships Between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
American Educational Research JournalPublished 1 January 1980
Carolyn M. Evertson, Charles Anderson, Linda M. Anderson, Jere Brophy
Citations172
SJR quartileQ1
SJR score2.59
SNIP3.57
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Abstract
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear.
Keywords
Social Sciences