Understanding Teaching and Learning in Classrooms: A Predictive Case Study Approach (Methodology, Preliminary Results and Implications for Teachers).

Autor/inn/en	Alton-Lee, Adrienne; Haberfield, Robin
Titel	Understanding Teaching and Learning in Classrooms: A Predictive Case Study Approach (Methodology, Preliminary Results and Implications for Teachers).
Quelle	(1982), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Case Studies; Classroom Environment; Classroom Observation Techniques; Conservation (Environment); Elementary School Science; Foreign Countries; Intermediate Grades; Interviews; Learning Processes; Memory; Peer Relationship; Predictor Variables; Pretests Posttests; Student Attitudes; Student Teacher Relationship; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ausland; Mittelstufe; Interviewing; Interviewtechnik; Learning process; Lernprozess; Gedächtnis; Peer-Beziehungen; Prädiktor; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	Data were gathered, using pre and posttests and interviews, on the learning of individual students during a seven-week unit on a science topic (conservation) in a fourth grade classroom. Case studies of the learning experiences of each child, based on recordings and detailed observations of all class activities, were used to predict student learning and memory for each content item in the posttests. Analysis of the predictions made by researcher and class teacher revealed the significance of type of class activity, student learning and friendship hierarchies, prior knowledge and experience, and the teacher's ability to diagnose student misunderstanding. A model of effective teaching and the Haberlee Evaluation technique are described. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC