A Study of Teacher Planning. Special Study C. Beginning Teacher Evaluation Study. Technical Report Series.

Autor/in	Morine, Greta
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	A Study of Teacher Planning. Special Study C. Beginning Teacher Evaluation Study. Technical Report Series.
Quelle	(1976), (257 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Course Organization; Educational Research; Elementary School Teachers; Lesson Plans; Mathematics Instruction; Reading Instruction; Student Improvement; Teacher Attitudes; Teacher Developed Materials; Teacher Effectiveness; Teacher Evaluation; Teaching Styles; Units of Study + Suchen Sie Ihr Suchwort? Course organisation; Kurskonzept; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Leseunterricht; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrstil; Unterrichtsstil; Lerneinheit
Abstract	Twenty more effective and twenty less effective teachers were studied to determine if they differed in the ways they plan for instruction. The effectiveness of the teachers was determined by their ability to affect gains in reading and mathematics over two weeks of instruction with a specially designed curriculum unit. Four variables were noted as distinguishing between the planning of the more and less effective teachers. There were: (a) whether the teacher used specific or general information in planning; (b) whether the teacher believed students had the potential to learn the material; (c) whether the teacher considered the cognitive aspects of instruction; and (d) whether the teacher produced much of his or her own instructional materials. When the findings of this study were compared to the findings of a coordinated study of teacher and pupil perceptions of classroom interaction, two of the variables were found to be important in both teacher planning and classroom interaction. These two were teacher tendency to think in generalities rather than specifics, and teacher attention to cognitive aspects of lessons. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01