TEACHER-PUPIL INTERACTION IN ELEMENTARY URBAN SCHOOLS.

Autor/in	MORRISON, VIRGINIA B.
Institution	Wayne State Univ., Detroit, MI. Coll. of Education.
Titel	TEACHER-PUPIL INTERACTION IN ELEMENTARY URBAN SCHOOLS.
Quelle	(1965), (104 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Class Activities; Classroom Environment; Elementary School Students; Elementary School Teachers; Interaction Process Analysis; Organization; Racial Differences; Sex Differences; Student Characteristics; Student Teacher Relationship; Teacher Characteristics; Teacher Improvement; Urban Schools; Videotape Recordings; Michigan; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prozessanalyse; Organisation; Organisationsstruktur; Rassenunterschied; Sex difference; Geschlechtsunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	AN ATTEMPT WAS MADE TO DESCRIBE THE VARIOUS ELEMENTS OF THE ELEMENTARY CLASSROOM ENVIRONMENT (GRADES K-6) WHICH AFFECT INTERACTIONS BETWEEN TEACHERS AND THEIR PUPILS. MEASUREMENTS OF INTERACTION OCCURRENCES WERE GATHERED WITH RESPECT TO (1) CLASSROOM ACTIVITIES, (2) TEACHING STYLES AND PUPIL RESPONSES, (3) SENSORY EMPHASES, AND (4) USES OF INSTRUCTIONAL MATERIALS AND THE EMOTIONAL CLIMATE OF THE CLASSROOM, USING VIDEO-TAPED OBSERVATIONS OF REGULAR CLASS SESSIONS. THE 96 CLASSROOMS USED FOR THESE OBSERVATIONS WERE SELECTED TO PROVIDE RELATIVELY EVEN DISTRIBUTION AMONG THE FOLLOWING VARIABLES--(1) MALE AND FEMALE TEACHERS, (2) CAUCASIAN AND NEGRO TEACHERS, (3) PREDOMINANTLY NEGRO AND CAUCASIAN PUPIL SAMPLES, (4) SUCH SCHOOL TYPES AS SUBURBAN, MIDCITY, AND INNER CITY, (5) SUCH CLASSROOM ORGANIZATIONAL PLANS AS SELF-CONTAINED, SUBJECT-MATTER, AND SPECIAL CLASSES, (6) REPRESENTATIVE SUBJECT-MATTER AREAS, AND (7) REPRESENTATIVE PUPIL SAMPLING IN ABILITY GROUPINGS, INCLUDING SOME CONSIDERATION FOR PHYSICAL AND EMOTIONAL HANDICAPS. FINDINGS INDICATED THAT THE VARIABLE OF CLASSROOM ORGANIZATION SIGNIFICANTLY AFFECTED TEACHER INTERACTIONS WITH PUPILS. RACIAL AND SEX DIFFERENCES, AS WELL AS SAMPLE GROUPINGS INTO SOCIOECONOMIC-GEOGRAPHICAL CLASSIFICATIONS, DID NOT APPEAR TO HAVE SIGNIFICANT INFLUENCE ON THESE INTERACTIONS. IT WAS SUGGESTED THAT IN FUTURE STUDIES IN THIS FIELD ATTENTION BE FOCUSED PRIMARILY ON ORGANIZATIONAL PLANS, IMPLEMENTATION OF "QUALITY TEACHING," AND TEACHER PREPARATION PROGRAMS. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC