| Abstract: | Examined relations between the size of a process–product correlation and teacher behavior, student ability, and subject area taught, using 15 elementary reading classes and 6 elementary arithmetic classes. Frequency measures were obtained from the observation records on 22 behaviors identified by classroom teachers as indicators of teaching competence. Expected achievement gains of high- and low-ability students were estimated from their standardized achievement test scores. Expected gains of both types of students in each subject area were correlated with each of the 22 indicators of competence to identify patterns of effective teacher behavior. Results show that 20 of the 88 correlations were significant. An analysis of variance (ANOVA) indicated that a different pattern of teacher behavior was maximally effective in each context. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
