Jere E Brophy
Biographic Data
| ID | 2022983 |
|---|---|
| NAME | Jere E Brophy |
| GIVEN NAMES | Jere E |
| FAMILY NAME | Brophy |
| SIGNATURE | BROPHY J E |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 4 |
Inside the Social Studies Classroom
EDUCATION/ SOCIAL STUDIES "... a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describ…
Motivating Students to Learn
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is m…
Subject-specific instructional methods and activities
This volume explores the tension between the search for generic principles of good teaching that cut across school subjects and the belief that portrayals of best practices ought to be framed separately for each subject. Its contributors all favor teaching in ways that encourage students to learn each subject with understanding of its big ideas, appreciation of its value, and acquisition of the disposition to apply it in their lives outside of sc…
Research on the self-fulfilling prophecy and teacher expectations.
If Only it Were True: A Response to Greer
If Only It Were True: A Response to Greer
Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear
An Experimental Study of Effective Teaching in First-Grade Reading Groups
Stability of Teacher Effects in Junior High Classrooms
Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teac…
Precision Teaching in the High School Classroom: A Commentary
In many ways, this is a model study. It combines good experimental design and procedures with implementation in a realistic field setting, attention to individuals as well as to groups, and impressive thoroughness in attention to detail and in following up with students who did not respond to the initial treatment. These and other features give this study unusually strong internal validity and an apparently high potential for external validity. H…
Notes and Comments: Precision Teaching in the High School Classroom: A Commentary
Sex differences in altruistic behavior
Reflections on Research in Elementary Schools
Solitary play: Some functional reconsiderations
Stability of Teacher Effectiveness
A recent review of studies of stability in teacher effectiveness (Rosenshine, 1970) could locate only four long-term investigations which included stability coefficients reflecting teacher consistency across time in producing student gains. These four studies are difficult to compare with each other but, in any case, the stability coefficients were generally low. The median coefficients, when more than one test was used, were .34 (p < .001), .36 …
Effects of sex and birth order on sex-role development and intelligence among kindergarten children
Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten…
Teachers' communication of differential expectations for children's classroom performance: Some behavioral data.
Effects of sex and birth order on sex-role development and intelligence among kindergarten children
Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten…
Stability of Teacher Effectiveness
A recent review of studies of stability in teacher effectiveness (Rosenshine, 1970) could locate only four long-term investigations which included stability coefficients reflecting teacher consistency across time in producing student gains. These four studies are difficult to compare with each other but, in any case, the stability coefficients were generally low. The median coefficients, when more than one test was used, were .34 (p < .001), .36 …
Solitary play: Some functional reconsiderations
Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear
Reflections on Research in Elementary Schools
If Only it Were True: A Response to Greer
Stability of Teacher Effects in Junior High Classrooms
Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teac…
Sex differences in altruistic behavior
Teachers' communication of differential expectations for children's classroom performance: Some behavioral data.
Effects of sex and birth order on sex-role development and intelligence among kindergarten children
Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten…
Stability of Teacher Effectiveness
A recent review of studies of stability in teacher effectiveness (Rosenshine, 1970) could locate only four long-term investigations which included stability coefficients reflecting teacher consistency across time in producing student gains. These four studies are difficult to compare with each other but, in any case, the stability coefficients were generally low. The median coefficients, when more than one test was used, were .34 (p < .001), .36 …
Solitary play: Some functional reconsiderations
Sex differences in altruistic behavior
Reflections on Research in Elementary Schools
Precision Teaching in the High School Classroom: A Commentary
In many ways, this is a model study. It combines good experimental design and procedures with implementation in a realistic field setting, attention to individuals as well as to groups, and impressive thoroughness in attention to detail and in following up with students who did not respond to the initial treatment. These and other features give this study unusually strong internal validity and an apparently high potential for external validity. H…
Notes and Comments: Precision Teaching in the High School Classroom: A Commentary
An Experimental Study of Effective Teaching in First-Grade Reading Groups
Stability of Teacher Effects in Junior High Classrooms
Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teac…
Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear
Research on the self-fulfilling prophecy and teacher expectations.
If Only it Were True: A Response to Greer
If Only It Were True: A Response to Greer
Subject-specific instructional methods and activities
This volume explores the tension between the search for generic principles of good teaching that cut across school subjects and the belief that portrayals of best practices ought to be framed separately for each subject. Its contributors all favor teaching in ways that encourage students to learn each subject with understanding of its big ideas, appreciation of its value, and acquisition of the disposition to apply it in their lives outside of sc…
Motivating Students to Learn
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is m…
Inside the Social Studies Classroom
EDUCATION/ SOCIAL STUDIES "... a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describ…
Psychology (17 works) · Mathematics education (13 works) · Computer Science (7 works) · Pedagogy (6 works) · Developmental psychology (4 works) · Education and Critical Thinking Development (3 works) · School Choice and Performance (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Teaching method (3 works)