Community, Competence, and Individuation: The Effects of Different Controls in Educational Environments.

Autor/in	Grannis, Joseph C.
Institution	Columbia Univ., New York, NY. Inst. for Urban and Minority Education.; Educational Testing Service, Princeton, NJ.
Titel	Community, Competence, and Individuation: The Effects of Different Controls in Educational Environments.
Quelle	(1975), (20 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Ability; Classroom Communication; Community Characteristics; Educational Environment; Environmental Standards; Individual Development; Learning Processes; Student Role; Student Teacher Relationship; Teacher Role + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Klassengespräch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Umweltauflage; Individuelle Entwicklung; Learning process; Lernprozess; Lehrerrolle
Abstract	Based on an approach that analyzes the structure of educational processes in relation to the structure of its outcome, this paper develops the argument that the function that a specific environment fulfills depends critically on who is in control within the environment, and suggests how the implications of this argument might be tested. The hypothesis is that an educational purpose will be most effectively accomplished when control of the teaching-learning process is congruent with the control of the thought-action intended as an educational outcome. To present the theory, teacher, joint teacher-and-learner, and learner control are analyzed as process, and the control of community, competence, and individuation are analyzed as three categories of outcomes. Because the problem has not been conceptualized in tri-parte terms before, no single research study is considered to contain the full range of necessary distinctions. Control is seen to be one of the dimensions through which an analysis of the relationship between teaching-learning processes and outcomes can be made. A structural analysis of control is found to reveal limitations in past research on classrooms. (Author/AM)
Anmerkungen	IRCD Bulletin; v10 n2 p1-20 Spring 1975
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01