A Descriptive Study of the Preactive and Interactive Decision Making of an Expert Classroom Teacher. Research Series No. 148.

Autor/inn/en	Putnam, Joyce; Duffy, Gerald G.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	A Descriptive Study of the Preactive and Interactive Decision Making of an Expert Classroom Teacher. Research Series No. 148.
Quelle	(1984), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Techniques; Decision Making; Elementary Education; Reading Instruction; Research Methodology; Student Reaction; Teacher Behavior; Teacher Effectiveness; Teacher Response; Teacher Student Relationship; Teaching Styles + Suchen Sie Ihr Suchwort? Klassenführung; Decision-making; Entscheidungsfindung; Elementarunterricht; Leseunterricht; Research method; Forschungsmethode; Schülerkritik; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil
Abstract	An expert reading instruction teacher was studied for one academic year to explore his interactive decision making processes. Previous lines of research have indicated that, for some teachers, interactive decision making involves more than simply maintaining established routines that assure smooth activity flow and involves deviating from the pre-planned activities to attend to issues of content and pedagogy. In this study, Shavelson and Stern's models of preactive and interactive decision making were used to describe the expert teacher's actual performance. Specific examples of teacher-student interactions are given, with analyses of how they reflected the close relationship that existed between the teacher's preactive and interactive decision making and his knowledge, values, and beliefs about how reading should be taught. The study revealed that at least some teachers do make more interactive decisions during reading instruction. It also dramatized the relationship between preactive and interactive teaching, and the relationship between instructional plans and implementation of those plans. The study also emphasized that interactive decision making may not be a static phenomenon; rather, it takes different forms at different times of the academic year according to the function of instruction and the teacher's focus. The results support the Shavelson and Stern Models (1981) and suggest that those models are useful for explaining teacher decision making and planning further research. (JD)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, East Lansing, MI 48824 ($3.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01