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Intent, Action and Feedback: A Preparation for Teaching

dc.contributor.authorFlanders, Neden_US
dc.date.accessioned2010-04-14T13:31:17Z
dc.date.available2010-04-14T13:31:17Z
dc.date.issued1963en_US
dc.identifier.citationFlanders, Ned (1963). "Intent, Action and Feedback: A Preparation for Teaching." Journal of Teacher Education 14(3): 251-260. <http://hdl.handle.net/2027.42/68307>en_US
dc.identifier.issn0022-4871en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68307
dc.format.extent3108 bytes
dc.format.extent818712 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titleIntent, Action and Feedback: A Preparation for Teachingen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michigan, Ann Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68307/2/10.1177_002248716301400305.pdf
dc.identifier.doi10.1177/002248716301400305en_US
dc.identifier.sourceJournal of Teacher Educationen_US
dc.identifier.citedreferenceAnderson, Harold H. "The Measurement of Domination and of Socially Integrative Behavior in Teachers' Contacts with Children." Child Development 10: 73-89; June 1939.en_US
dc.identifier.citedreference————, and Brewer, Helen M. Studies of Teachers' Classroom Personalities, I: Dominative and Socially Integrative Behavior of Kindergarten Teachers. Applied Psychology Monographs of the American Psychological Association. No. 6. Stanford, California: Stanford University Press, July 1945.en_US
dc.identifier.citedreference————, and Brewer, Joseph E. Studies of Teachers' Classroom Personalities, II: Effects of Teachers' Dominative and Integrative Contacts on Children's Classroom. Behavior. Applied Psychology Monographs of the American Psychological Association. No. 8. Stanford, California: Stanford University Press, June 1946.en_US
dc.identifier.citedreference————; Brewer, J.E.; and Reed, M.F. Studies of Teachers' Classroom Personalities, III: Follow-up Studies of the Effects of Dominative and Integrative Contacts on Children's Behavior. Applied Psychology Monographs of the American Psychological Association. No. 11. Stanford, California: Stanford University Press, December 1946.en_US
dc.identifier.citedreferenceCantor, Nathaniel. The Teaching-Learning Process. New York: Dryden Press, 1953. pp. 59-72.en_US
dc.identifier.citedreferenceFlanders, N.A. A terminal contract report on using interaction analysis for the inservice training of teachers. To be submitted to the U.S. Office of Education, N.D.E.A., Title VII. Available from the author, University of Michigan, after April 1963.en_US
dc.identifier.citedreference————. Teacher Influence, Pupil Attitudes, and Achievement. Dittoed manuscript to be published in 1963 as a Research Monograph, Cooperative Research Program, U.S. Office of Education. Available from author, University of Michigan, 1962. 176 pp.en_US
dc.identifier.citedreference————, and Havumaki, S. "Group Compliance to Dominative Teacher Influence." Human Relations 13:67-82.en_US
dc.identifier.citedreferenceRomney, G.P. ; Hughes, M.M.; and others. Progress Report of the Merit Study of the Provo City Schools. Provo, Utah, August 1958. XIX + 226 pp. See also Patterns of Effective Teaching: Second Progress Report of the Merit Study of the Provo City Schools. Provo, Utah, June 1961. XII + 93 pp.en_US
dc.identifier.citedreferenceThelen, H.A. Education and the Human Quest. New York: Harper Brothers, 1960. pp. 74-112.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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