Center for Research and Development in Teaching.

Autor/inn/en	Bush, Robert N.; Gage, N.L.
Titel	Center for Research and Development in Teaching.
Quelle	1 (1968) 4, S.85-105 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anxiety; Cognitive Processes; Computer Assisted Instruction; Disadvantaged Youth; Educational Environment; Educational Innovation; Educational Research; Inquiry; Laboratories; Organizational Climate; Problem Solving; Productive Thinking; Program Descriptions; Pupillary Dilation; Research and Development Centers; Secondary Education; Student Teacher Relationship; Teacher Education; Teacher Education Curriculum; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Angst; Cognitive process; Kognitiver Prozess; Computer based training; Computerunterstützter Unterricht; Benachteiligter Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Laboratory; Laboratorium; Organisationsklima; Problemlösen; Produktives Denken; Forschungszentrum; Sekundarbereich; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The major portion of this report summarizes prior research at the Stanford Center for Research and Development in Teaching within the framework of three domains of variables: the behavioral or directly observable variables; the personological or those inferred from tests; and those institutional variables which affect the social, technological, and administrative areas of teaching. Behavioral studies investigate technical skills, teacher effectiveness, small group instruction, computer assisted instruction, methods of teaching children to recognize alternative answers and inappropriate certitude, and the effects of anxiety on intellectual processes. Studies of the teacher-pupil relationship are made within the personological domain using a photographic pupillometer, factor analysis, and other devices to test pupil interest and cognitive preference. Studies in the institutional domain involve the organizational context of teaching, the professional socialization of teachers, and teachers' attitudes toward innovation. Present and future work is based on three problem areas--heuristic teaching (developing self-motivated and sustained inquiry, emphasizing affective as well as cognitive processes, and placing a high value upon the uniqueness of each pupil, teacher, and learning situation), teaching environment, and teaching the disadvantaged--which are extensions of previous research. The report also describes service operations which contribute directly to research. A 63-item bibliography is included. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC