Student Mediating Responses in Teaching Effectiveness. Final Report.

Autor/in	Doyle, Walter
Institution	North Texas State Univ., Denton.
Titel	Student Mediating Responses in Teaching Effectiveness. Final Report.
Quelle	(1980), (190 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Classroom Environment; Cognitive Processes; Learning Processes; Mediation Theory; Recall (Psychology); Retention (Psychology); Student Behavior; Student Reaction; Task Analysis; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Mediationsverfahren; Abberufung; Merkfähigkeit; Student behaviour; Schülerverhalten; Schülerkritik; Aufgabenanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	A report is given on research exploring the theory that stimulation from the teacher does not directly initiate student learning but activates cognitive processes that result in learning. Combined research into classroom processes and student information processing was conducted. An analysis of treatment theories that operate in research on teaching is presented. A description is given of the essential features of a cognitive model of student mediation, as well as an analysis of different types of academic tasks and their relationship to outcomes of instruction. The meaning students attach to classroom events and the way knowledge is gained from accomplishing classroom tasks is analyzed. A model of classroom tasks is applied to teaching effectiveness research to interpret existing findings and suggest directions for further research. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01