The Impact of Student-Teacher Pairings on Teacher Effectiveness

Abstract

This study tests the hypothesis that types of students tend to differ in the benefit that they receive from various types of teachers. Factor analysis was used to identify four types of students (kindergarten children) and four types of teachers. The findings from the analysis of variance procedure were that a certain type of teacher was significantly more effective with one type of student than with another. The knowledge that different types of teachers tend to differ in the success they have with the same type of student, and that different types of students tend to differ in the benefit they receive from the same type of teacher might provide a basis for the matching of students with teachers.

Individual characteristics and children's performance in open and traditional classroom settings.

“…We believe, nevertheless, that the present results show promise for an approach to Attribute x Treatment interaction research and application which investigates the performance in different situations or environmental settings of learner types rather than of isolated dimensions or characteristics. In addition to the theoretical relevance of developing taxonomies of person types, as well as situation types, and of developing principles for interrelating and integrating the two (Cunningham, 1975;Fredericksen, 1972;Holland, 1966;Price & Moos, 1975), the practical implications for decision making about classroom assignments seem substantial. Since each student possesses a combination of relevant attributes, an approach which takes all of these into account simultaneously and considers the student a representative of the type which he most closely resembles (once such types have been reliably established and cross-validated) would seem to have good prospects for making appropriate classroom assignments.…”

“…An approach using total profiles allows simpler analyses (once the clusters are established) and allows inferences to be drawn to total persons (or types) comprising specific combinations of attributes. A similar approach was employed in a recent study by Cunningham (1975). Classroom observations.…”

Creences de docents shipibo-konibo, envers el joc infantil i el seu paper a l'escola

“…Se sap que, en general, els docents tenen una visió més positiva dels estudiants extravertits que dels introvertits, ja que l'extraversió s'aprecia més que la introversió, en un món que valora l'audàcia i l'emprenedoria per sobre de la calma i la reflexió (Cain, 2013 ;Reilly, 2000;Cunningham, 1975). Com que els docents perceben la sociabilitat, la participació activa en jocs i la recerca constant d'interacció social com a característiques de salut, podrien, eventualment, associar la tranquil•litat, la reflexió individual o la tendència a la solitud amb algun tipus de problema.…”

Treatment and outcome for empirical subtypes of alcoholic patients.

“…The effort to identify subtypes of alcoholics has been given impetus, in large part, by the notion that different types of persons may experience optimal treatment out-come^) under different forms of treatment. Studies exploring patient-treatment interactions, however, are rare in the alcoholism literature, and none has focused on complex (based on profiles across multiple dimensions) types of alcoholics (for examples in the field of education, see Cunningham, 1975;Solomon & Kendall, 1976). Rather, different patient dimensions have been examined separately as they interact with various treatment modalities to produce differential outcomes.…”