Teacher interactions in mainstream social studies and science classes.

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1992-05-01 DOI:10.1177/001440299205800607

M P Brady, P R Swank, R D Taylor, J Freiberg

引用次数: 8

Abstract

This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.

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主流社会研究和科学课程中的教师互动。

本研究旨在探讨中学社会科学课堂师生互动的变化。35名教师志愿者中有18名接受了为期6次的服务，强调了教师的有效性变量。结果表明，实验教师和对照教师在前后对比以及后续(维持)对比上存在显著差异。对科学和社会学科教师的不同影响被观察到。获得了与学生类型相关的异同，与干预无关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.