Subject Matter Constraints on the Ecology of Classroom Instruction.

Autor/in	Stodolsky, Susan S.
Titel	Subject Matter Constraints on the Ecology of Classroom Instruction.
Quelle	(1981), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Research; Classroom Techniques; Cognitive Objectives; Comparative Analysis; Ecology; Educational Environment; Elementary Education; Grade 5; Group Instruction; Individualized Instruction; Interaction; Mathematics; Observation; Pacing; Social Studies; Teaching Methods; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Klassenführung; Kognitives Lernziel; Ökologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Gruppenunterricht; Individualisierender Unterricht; Interaktion; Mathematik; Beobachtung; Lerntempo; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The ecological concepts of activity structure and activity segments were central to this examination of observational data attained in a three-week period from 18 fifth-grade math classes and 17 fifth-grade social studies classes in school districts in the greater Chicago region. Classroom observations were conducted by pairs of observers: one observer recorded information about the activity structure and behavior setting; the second observer used a strict time-sampling rotation method to study a subset of eight children in each classroom. In the analysis only instructional (as opposed to transitional) segments were examined. The data base consisted of 461 math segments and 474 social studies segments. The frequency distributions of various ecological features of segments were examined; a chi-square test compared frequencies across subject matters. A similar analysis involving mean durations of segments with different properties and mean occupancy time (length X the number of students in the segment) was performed using ANOVA procedures. Results indicated that math and social studies classes differed with regard to distributions of instructional formats. Overall, more variety in format was found in social studies than in math. Additional results were discussed. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC