Elementary School Teachers' Viewpoints of Classroom Teaching and Learning.

Autor/inn/en	Miller, Donald M.; und weitere
Institution	Wisconsin Univ., Madison. Instructional Research Lab.
Titel	Elementary School Teachers' Viewpoints of Classroom Teaching and Learning.
Quelle	(1967), (458 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiovisual Aids; Classroom Techniques; Discovery Learning; Educational Testing; Elementary School Teachers; English Instruction; Handwriting Instruction; Independent Study; Individualized Instruction; Instructional Materials; Mathematics Instruction; Parent Teacher Cooperation; Reading Instruction; Spelling Instruction; Student Teacher Relationship; Teacher Attitudes; Teaching; Teaching Methods + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Klassenführung; Entdeckendes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English langauage lessons; Englischunterricht; Selbststudium; Individualisierender Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Leseunterricht; Orthographieunterricht; Rechtschreibunterricht; Lehrerverhalten; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report describes 3 years of research on identifying, categorizing, and comparing teachers' ideas about teaching. The study used two different groups of 32 Wisconsin elementary school teachers selected according to a stratified random sampling procedure. The first group of teachers participated in a taped 2-hour interview on their ideas about teaching. From the interview tapes, "content units" containing specific ideas about teaching procedures were identified. The second group of teachers was then asked to sort the content units into categories according to the similarities and dissimilarities which they discriminated among the units and express the substantive meaning which they attached to each category. A latent partition model was then used to identify 32 categories perceived by the teachers. Several replications of this experiment were made using single-word verbs associated with teaching as the content units. This made possible faster sorting and computerized analysis of the data. In addition a questionnaire was administered in which teachers evaluated the contribution to learning of each of the content units. (The document contains samples of all materials used in the project including a sample sorting kit.) (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01