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Teacher Behavior Dimensions, Course Characteristics, and Student Evaluations of Teachers:

Teacher Behavior Dimensions, Course Characteristics, and Student Evaluations of Teachers: TEACHER BEHAVIOR DIMENSIONS, COURSE CHARACTERISTICS, AND STUDENT EVALUATIONS OF TEACHERS DANIE L SOLOMON Institute for Juvenile Research* INTRODUCTION Investigations of teacher behavior have not yet discovered a stable and consistent set of behavioral dimensions, patterns, or styles to relate to the effective promotion of learning. While certain similarities and convergences can be found in some of the recent research in this area (as discussed by Solomon, Bezdek, and Rosenberg, 1963; and Ryans, 1963), inconclusive or contradictory results are still more typical. Further efforts to establish the identification of significant categories of teacher behavior, or behavioral qualities, are very much needed. The present study represents such an effort. I t is a continuation of a previous study which related teacher behavior to learning outcomes (Solomon, Bezdek, and Rosenberg, 1963). In the earlier study, eight factors of teacher behavior were related to two measures of learning, and to students' evaluations of their teachers. The major results of the study showed "clear and expressive" teacher behavior related to student gains in factual knowledge; "energetic" and "flamboyant" teacher be­ havior related to student gains in comprehension; and "clear, expressive" and "warm" teacher behavior related to positive student evaluations. While the results of the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Teacher Behavior Dimensions, Course Characteristics, and Student Evaluations of Teachers:

Solomon, Daniel
American Educational Research Journal , Volume 3 (1): 13 – Jun 23, 2016
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References (5)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003001035
Publisher site
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Abstract

TEACHER BEHAVIOR DIMENSIONS, COURSE CHARACTERISTICS, AND STUDENT EVALUATIONS OF TEACHERS DANIE L SOLOMON Institute for Juvenile Research* INTRODUCTION Investigations of teacher behavior have not yet discovered a stable and consistent set of behavioral dimensions, patterns, or styles to relate to the effective promotion of learning. While certain similarities and convergences can be found in some of the recent research in this area (as discussed by Solomon, Bezdek, and Rosenberg, 1963; and Ryans, 1963), inconclusive or contradictory results are still more typical. Further efforts to establish the identification of significant categories of teacher behavior, or behavioral qualities, are very much needed. The present study represents such an effort. I t is a continuation of a previous study which related teacher behavior to learning outcomes (Solomon, Bezdek, and Rosenberg, 1963). In the earlier study, eight factors of teacher behavior were related to two measures of learning, and to students' evaluations of their teachers. The major results of the study showed "clear and expressive" teacher behavior related to student gains in factual knowledge; "energetic" and "flamboyant" teacher be­ havior related to student gains in comprehension; and "clear, expressive" and "warm" teacher behavior related to positive student evaluations. While the results of the

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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