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| Academic Achievement | 1 |
| Class Organization | 1 |
| Curriculum Development | 1 |
| Feedback | 1 |
| Learning Processes | 1 |
| Persistence | 1 |
| Scheduling | 1 |
| Student Motivation | 1 |
| Teacher Behavior | 1 |
| Teacher Effectiveness | 1 |
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| Bennett, Neville | 1 |
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| Information Analyses | 1 |
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Download full textBennett, Neville – 1981
A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…
Descriptors: Academic Achievement, Class Organization, Curriculum Development, Feedback
