Literaturnachweis - Detailanzeige
| Autor/in | Swarthout, Donald W. |
|---|---|
| Institution | Far West Lab. for Educational Research and Development, San Francisco, CA. |
| Titel | Applying Four Social-Cognitive Perspectives to the Study of Classroom Life. Ecological Theory of Teaching. [Report No.: ETT-80-4 |
| Quelle | (1980), (72 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Attribution Theory; Classroom Environment; Classroom Research; Classroom Techniques; Cognitive Development; Cognitive Processes; Educational Sociology; Elementary Secondary Education; Outcomes of Education; Socialization; Student Behavior; Teacher Behavior |
| Abstract | Different research traditions on social cognition are reviewed to determine how they can be used in the study of classroom life. A structural-developmental perspective is more applicable to the study of the social cognitive outcomes of schooling than to the explanation of student behavior in the classroom. The information processing approach should be applicable to research on teachers' thinking and the knowledge structures that students construct from their social experiences at school. Attribution theory research provides a promising, new perspective for analyzing how classroom processes influence the motivation of students. Ethnomethodology, a sociological approach that examines social interactions to determine social structures, offers interesting hypotheses but must find ways to draw convincing inferences about the social cognitive processes. A good theory for directing research on this issue is both social and cognitive, and should consider the contextual, environmental factors that influence students' thinking. (CJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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