Making the Connection between Teaching and Learning: Determining How Pupils Learn from the Information They Are Exposed to in the Classroom.

Autor/inn/en	Nuthall, Graham; Alton-Lee, Adrienne
Titel	Making the Connection between Teaching and Learning: Determining How Pupils Learn from the Information They Are Exposed to in the Classroom.
Quelle	(1991), (81 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Classroom Techniques; Elementary Secondary Education; Foreign Countries; Learning Processes; Outcomes of Education; Predictive Measurement; Schemata (Cognition); Student Experience; Teacher Effectiveness; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; Ausland; Learning process; Lernprozess; Lernleistung; Schulerfolg; Cognition; Schema; Kognition; Studienerfahrung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	New analytic procedures are presented for determining the relationship between students' experience in classrooms and learning curriculum content. Based on data obtained from two studies in the Understanding Learning and Teaching Project (ULTP) conducted at the University of Canterbury (New Zealand), an analysis of the multi-layered nature of student classroom experience is conducted. In addition, a model of learning and schema construction is developed which predicts student learning of each test item. Four dimensions of classroom experience are emphasized: knowledge and skill acquisition, task accomplishment, personal development and interpersonal interaction, and cultural processes. The prediction procedures involve using data from observations and recordings of public and private behaviors and utterances of selected case study students. The model and analytic procedures accurately predict 83% of the outcomes of individual test items. The nature of the learning processes implied by the model and the implications for understanding effective teaching are discussed. Nine tables, one figure, and six flowcharts are included. Appendices include the design of the four studies in the ULTP, sample item files from the two studies, guidelines for coding the content of student responses, rules for predicting learning outcomes from the information stream, functional classifications of student behaviors, and validity coding categories. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC