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AutorenARCHER, N. SIDNEY; WOODLEN, MILTON C.
InstitutionPennsylvania State Dept. of Public Instruction, Harrisburg.
TitelTHE TEACHER, PROGRAMED MATERIALS, AND INSTRUCTIONAL INTERACTION--AN ASSESSMENT OF FIVE SELECTED CONDITIONS OF TEACHER AND PROGRAM INTEGRATION. FINAL REPORT.
[Report No.: BR-5-0889
Quelle(1967), (26 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterAlgebra; Mathematics Education; Programed Instruction; Programed Instructional Materials; Secondary Education; Teacher Attitudes; Teaching Methods
AbstractFIVE DIFFERENT TEACHING STRATEGIES WERE INVESTIGATED IN UTILIZATION OF PROGRAMED INSTRUCTIONAL MATERIALS FOR FIRST-YEAR ALGEBRA. TEACHERS USED EITHER TRADITIONAL ALGEBRA OR A MODERN MATH PROGRAM. TEACHING CONDITIONS RANGED ON A CONTINUUM FROM RIGID CLASSROOM ORGANIZATION AND TEACHER-CONTROLLED STUDENT PACE TO FLEXIBLE ORGANIZATION AND STUDENT-DETERMINED PACE. AT THE END OF THE YEAR, THERE WERE NO SIGNIFICANT DIFFERENCES AMONG CONDITIONS IN STUDENT ACHIEVEMENT, IN STUDENT ATTITUDE TOWARD MATHEMATICS OR PROGRAMED INSTRUCTION, OR IN TEACHER ATTITUDE TOWARD PROGRAMED INSTRUCTION, INDIVIDUALIZATION OF INSTRUCTION, AND EDUCATIONAL RESEARCH. TEACHER ATTITUDE AFFECTED STUDENT ACHIEVEMENT. TEACHERS TENDED TO MAKE MORE UNFAVORABLE COMMENTS ABOUT THOSE TEACHING CONDITIONS WHICH DEPARTED FROM THE TRADITIONAL MODES. READING SCORES WERE THE BEST PREDICTOR OF MATH ACHIEVEMENT. IT WAS FOUND THAT PROGRAMED INSTRUCTION CAN BE USED IN AT LEAST FIVE DIFFERENT WAYS WITHOUT SIGNIFICANTLY ALTERING STUDENT ACHIEVEMENT OR ATTITUDE, AND THAT BOTH STUDENTS AND TEACHERS CAN DEPART FROM CONVENTIONAL MODES OF INSTRUCTION. THE SIGNIFICANT FINDING WAS THAT NO ONE CONDITION WAS OUTSTANDING, THAT EACH CONDITION HAD A HIGH PAY-OFF FOR SOME TEACHERS AND STUDENTS--FOR OTHERS, THE SAME CONDITION WAS AN ABOMINATION. (BB)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update1968/4/10
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