Literaturnachweis - Detailanzeige
| Autor/inn/en | Trismen, Donald A.; und weitere |
|---|---|
| Institution | Educational Testing Service, Princeton, NJ. |
| Titel | A Descriptive and Analytic Study of Compensatory Reading Programs. Final Report. Volume II. |
| Quelle | (1976), (168 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Characteristics; Classroom Environment; Classroom Observation Techniques; Compensatory Education; Elementary Education; Factor Structure; Institutional Characteristics; Performance Factors; Program Attitudes; Program Effectiveness; Rating Scales; Reading Achievement; Reading Instruction; Reading Programs; Remedial Reading; Student Teacher Relationship; Teacher Characteristics; Teacher Effectiveness |
| Abstract | Observations were conducted in 29 elementary schools in which reading instruction had been found to be effective, as well as in classes from less effective schools, in order to determine the characteristics which were associated with effective and ineffective compensatory reading programs. The schools' membership in a cluster (partially effective, partially ineffective, etc.) was not known by the observers or the schools. A number of comments, reactions, and descriptions of classroom activities were provided by the observers. Observers' reactions and factor analyses of data collected on the Classroom Observation Schedule suggested eleven variables associated with effectiveness: (1) student autonomy; (2) adult centeredness of the classroom; (3) classroom affect; (4) teacher warmth, charisma, or leadership style; (5) teacher/classroom flexibility; (6) effectiveness of instruction; (7) student involvement; (8) structure; (9) student/teacher interaction; (10) punitive teacher control and (11) equality of teacher attention to students. Five exceptionally effective schools were observed three times; their characteristics included assignment of high priority to reading instruction, attention to basic skills, breadth of instructional materials, and sharing of ideas among teachers. Successful characteristics of individual teachers were not readily apparent. (The Classroom Observation Schedule, the School Rating Schedule, and its manual are appended). (GDC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
