Effects of Teacher Organization/Preparation and Teacher Skill/Clarity on General Cognitive Skills in College.

摘要: In further exploring the relationship between teacher behaviors and student learning, this study, part of National Study Student Learning, examined how organization preparation skill clarity influenced development general cognitive skills in first year college. A sample 2,302 students attending 18 diverse four-year institutions from 15 states throughout country participated. Data collected Fall 1992 included a precollege survey that gathered information on demographic characteristics background, as well aspirations, expectations college, items assessing orientation to learning. Students also completed Collegiate Assessment Academic Proficiency (CAAP) measure. follow-up testing took place Spring 1993. Results showed that, when controlling for level academic motivation, average incoming class at each institution, ethnicity, gender, age, enrollment, work responsibilities, course-taking patterns, extent which judged overall instruction high was significantly positively associated with end-of-first reading comprehension, mathematics, critical thinking, composite development. Additional analysis suggested net impacts were rather than conditional. (Contains 47 references.) (a) NSSL Deliverable Yr 4, Qtr. 3 EFFECTS OF TEACHER ORGANIZATION/PREPARATION AND SKILL/CLARITY ON GENERAL COGNITIVE SKILLS IN COLLEGE*