Design for Analyzing Classroom Activities. R&D Report No. 6130.

Autor/in	Doyle, Walter
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Design for Analyzing Classroom Activities. R&D Report No. 6130.
Quelle	(1982), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Activities; Class Organization; Classroom Environment; Classroom Research; Classroom Techniques; Discipline; Elementary Secondary Education; Research Methodology; Student Behavior; Teacher Behavior; Teacher Effectiveness; Teaching Styles; Time Management + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; Research method; Forschungsmethode; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil; Zeitmanagement
Abstract	A design for analyzing the narrative records obtained in four studies examined the character of classroom activities and how they are managed by teachers. Focus was on controlling classroom behaviors, classroom rules, handling of disruptive or inappropriate behavior, instructional leadership, classroom organization, and student engagement. Approximately 2,775 narratives were obtained, consisting of fairly detailed accounts of management-related behaviors during class sessions in elementary and junior high school classes. In addition, observers kept time logs on student engagement and, at the end of the year, teachers were interviewed concerning student achievement. To analyze this body of information, 31 junior high and 15 elementary teachers were selected as a sample for a series of planned comparisons around themes that separate task and performance dimensions contained in the descriptions. Four levels of analysis were defined to move systematically from the accounts of classroom behavior in the narrative records to progressively more general propositions about what teachers do to establish order in the classroom, and what proficient teachers are likely to know about classrooms and how this knowledge is organized for use in accomplishing lessons. The information gained from this type of analysis is viewed as a major contribution to defining the knowledge base for classroom practice and, thus, the content of teacher education and staff development programs. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01