A Study of Relationships between Instructional Planning and Pupil Behavior

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Abstract
This study was designed to investigate the relationship between teacher use of a data-based instructional planning technique, teacher-pupil instructional interaction patterns, and pupil performance on a mathematics-learning task. A multiple-baseline design was utilized to evaluate changes in teacher and pupil behavior. Results indicated that maximum acceleration of pupil performance resulted from implementation of the results of the data-based planning technique, along with a shift from emphasis on teacher antecedent to teacher consequent events in the instructional interaction process.