A Review of the Research into Teaching Styles/Behaviors' Impact on Students' Cognitive Outcomes and Bloom's Taxonomy.

摘要: Since the 1890s, researchers have been studying impact of teachers' characteristics and styles on their students' progress. Many attempts to quantify basis quality teaching made. The research into has traveled through four distinct phases. first was concerned with describing effective teacher, although there not any attempt determine whether identified teacher qualities were actually correlated student learning outcomes. A second phase a series studies various methodologies teaching. These led investigation process-product processes, as displayed in development assessment instruments. Researchers are currently trying identify interpersonal teachers effects cognitive affective Research yet addressed effect behavior outcomes at six taxonomic levels cognition developed by B. Bloom. investigate correlations significance among students responses Questionnaire Teacher Interaction, achievement test scores, is proposed. (Contains 50 references.) (SLD) ******************************************************************************** Reproductions supplied EDRS best that can be made from original document. U.S. DEPARTMENT OF EDUCATION Office Educational Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document reproduced received person or organization originating it. Minor changes improve reproduction quality. Points view opinions stated this do necessarily represent official OERI position policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY IN T Review Teaching Styles/Behaviors' Impact Students' Cognitive Outcomes Bloom's Taxonomy. Wade C. Smith, Jr. Texas Tech University Presented Annual Meetings SERA Austin,TX 23-25 January 1997