Literaturnachweis - Detailanzeige
| Autor/in | Rohwer, William D., Jr. |
|---|---|
| Institution | California Univ., Berkeley. Inst. of Human Learning. |
| Titel | Improving Instruction in the 1970s--What Could Make a Significant Difference? |
| Quelle | (1973), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Change Strategies; Educational Change; Educational Development; Educational Philosophy; Educational Research; Instructional Design; Instructional Improvement; Instructional Innovation; Speeches |
| Abstract | This paper builds a strategy for ways in which instruction can be improved through research. The strategy is one that thinks of instructional changes as those that promise to make significant differences in instructional outcomes and then determines whether or not these changes fulfill their promises. The document cites evidence that supports the need for improvement in normal instruction, and then describes the author's strategy in three steps. The educational change strategist is enjoined to first define, classify, and schedule instructional objectives in terms of student performance; then analyze the performances to produce a specification of the demands they make on learners and to find analagous nonschool tasks that make these same demands (these tasks can also be used for research purposes); and finally formulate and test hypotheses that identify the principal sources of variance in attaining mastery of these tasks. The author then considers two hypotheses about the principal sources of variance in attaining mastery of tasks and speculates as to what instruction might be like if research were to produce evidence of their viability. (Author/DN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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