Effect of intent-action discrepancy and student performance feedback on teacher behavior change

Walter Doyle, Judith M. Redwine

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Studied the influence of 2 types of verbal feedback on changes in teacher perceptions and behavior. The experiment was conducted in a microteaching-type laboratory setting in which 36 experienced junior high school teachers taught the same content to 2 groups. Feedback between sessions consisted of information about (a) discrepancy between stated intent (S's estimate of how he or she would teach) and observed behavior and (b) student learning outcomes. Teacher behavior was coded using interaction analysis categories. Feedback treatments were associated with significant changes in teacher intent. No significant effects were observed for teacher behavior or for the interaction of treatments. (15 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)750-755
Number of pages6
JournalJournal of Educational Psychology
Volume66
Issue number5
DOIs
StatePublished - Oct 1 1974

Keywords

  • verbal feedback on intent-action discrepancy & student performance, teacher behavior change, junior high school teachers

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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