The change in the frequency of the novice teacher's belief behaviors and expectations of students in response to a change in student behavior

This multiple baseline, single subject experiment answered the question "How much feedback to the novice teacher about a student's academic improvement is necessary before that teacher's belief behaviors expressed to the student change?" It did so by investigating the covariation between two environmental conditions: (a) the frequency of an identified student's targeted academic and social behaviors in the classroom and (b) feedback given to the novice teacher regarding the expected success of the student and the changes in the frequency of the novice teacher's belief behaviors. The study observed this covariation when varying the quality and intensity of feedback given to the teacher and increasing the frequency of targeted student behaviors.;Low academic performing students were tutored to increase the frequency of four classroom academic and social behaviors: (a) raising one's hand; (b) talking only at the appropriate times; (c) completing homework; and (d) completing class work. When an increase in the frequency of these behaviors was observed, the quality and intensity of feedback given to the teacher was varied. The degree of covariance between the change in student behavior and the teacher's belief behaviors was then determined by measuring the change in frequency of four categories of statements the teacher made to the student: (a) the total number, (b) positive, (c) negative and (d) content questions.;The results indicated a positive correlation between change in frequency three teacher belief behaviors: (a) the total number; (b) content questions; and (c) the positive statements and the variation of the two environmental conditions. On the other hand a negative correlation was observed between negative statements and a variation in the two environmental conditions. This investigation indicated that changes in frequency of the teacher's belief behaviors occurred in response to increases in frequency of the student's positive academic and social behavior and feedback given to the teacher. Influence on frequency of the teacher's belief behaviors may be explained by Skinner's theory of contingencies of reinforcement. Positive student behavior and positive feedback given to the teacher elicited an increase in positive teacher behaviors. This indicates the importance of the structure of the environment in developing the novice teacher's desired belief behaviors.