Research on Teaching and Classroom Processes: Views from Two Perspectives.

Autor/inn/en	Evertson, Carolyn M.; Smylie, Mark A.
Titel	Research on Teaching and Classroom Processes: Views from Two Perspectives.
Quelle	(1985), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Classroom Research; Classroom Techniques; Elementary Secondary Education; Interaction Process Analysis; Learning Strategies; Research Methodology; Sociolinguistics; Teacher Behavior; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenführung; Prozessanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Research method; Forschungsmethode; Soziolinguistik; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reviews selected findings from two traditions of educational research--process-product research and sociolinguistic research. The first research method generally focuses on the teacher and identifies teacher behaviors (processes) that correlate with student outcome measures (products). Sociolinguistic research focuses on communicative interactions between the teacher and students and among students themselves. These research traditions are examined as lenses through which the classroom is viewed. Highlighting findings of several major research studies, a description is given of how each of these methods presents a different but complementary view of teaching in three areas: (1) teacher planning and decision making; (2) classroom management; and (3) academic instruction. These research perspectives illustrate two important dimensions of knowledge that are crucial for developing a more complete understanding of teaching and learning processes. The first is of the general processes and behaviors that relate to student learning across a variety of situations. The second, of equal importance, is knowledge that explains how those processes operate and function within specific contexts across time. It is pointed out that both perspectives are important in understanding classroom phenomena and in developing programs to improve teaching. A list of 138 references is appended. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01