The Consultant and the Implementation of a Process-Oriented Curriculum.

Autor/in	Harty, Harold
Titel	The Consultant and the Implementation of a Process-Oriented Curriculum.
Quelle	(1972), (261 Seiten)Verfügbarkeit Ph.D. Dissertation, Syracuse University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum; Discovery Processes; Doctoral Dissertations; Educational Research; Instruction; Learning Processes; Science Consultants; Science Education; Science Teachers; Teacher Administrator Relationship; Teacher Behavior + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten
Abstract	Reported is an investigation of the perceived-importance and perceived-presence of consultant activities via teachers, principals, and consultants. The selected consultant behaviors focused on classroom interactions with teachers and children. Three groups of educators were selected: 65 teachers who had implemented the process-oriented curriculum; 40 principals who had experienced activities relevant to the program; and 40 consultants who had served as external consultants for the curriculum for at least one year. To measure verbal behaviors of teachers and pupils, and Flanders System of Interaction Analysis was modified by adding two categories. Three groups of teachers (K-2) were selected: Eight were teaching the process-promoting curriculum for the first time and received services of a consultant; ten were teaching the program for the first time and received no consultant help; and ten were not teaching the curriculum and did not receive the services of a consultant. Data showed more teacher praise, less teacher lecture, more silence or confusion, and more indirect teaching behavior in the first two Settings than in Setting Three; there was more teacher praise, less teacher lecture, less pupil-initiated talk, less indirect motivation and control in Setting Two than in Setting Three. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-20,337 Microfilm-$4.00, Xerography-$10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01