Skip to content
Journal article

Teacher influences on student achievement

Brophy J ...see all

American Psychologist, vol. 41, issue 10 (1986) pp. 1069-1077

  • 110

    Readers

    Mendeley users who have this article in their library.
  • 155

    Citations

    Citations of this article.
  • N/A

    Views

    ScienceDirect users who have downloaded this article.
Sign in to save reference

Abstract

Reviews research that indicates that students achieve more when their teachers emphasize academic objectives in establishing expectations and allocating time, use effective management strategies to ensure that academic learning time is maximized, pace students through the curriculum briskly but in small steps that allow high rates of success, and adapt curriculum materials based on their knowledge of students' characteristics. Qualitative research also indicates that teachers differ in how they perform such instructional behaviors as giving information, asking questions, and providing feedback. Context-specific effects are noted with respect to grade level, socioeconomic status (SES), ability and affect, and teacher intentions. It is concluded that any attempt to improve student achievement must be based on the development of effective teaching behavior. (66 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Author-supplied keywords

  • *Academic Achievement
  • *Students
  • *Teacher Characteristics
  • Teaching Methods

Find this document

Get full text

Authors

  • Jere Brophy

Cite this document

Choose a citation style from the tabs below