ABSTRACT
Research studies about advanced organizers have shown that reading a brief passage about the learning materials beforehand could enhance not only retention of facts contained in the materials but also understanding of the relations between those facts. In 1990, Nolen and Haladyna indicated that perception of mastery goal structure positively affects students' beliefs about effective learning strategies. Previous research studies about classroom goal structures have revealed that school teachers' goals affect their students' learning behaviors. But teachers' goals or classroom goal structures are not behavioral but cognitive variables. Thus, it is likely to be difficult for school teachers to clearly understand how to change their teaching behaviors based on the findings reported from such studies. Of course, there are some studies that have focused on teachers' teaching behaviors, but these studies examined the effects of how teachers teach school subjects on students' motivation and behaviors in the classroom.
