What Is Learned in Schools: Responding to School Demands in Grades K-6.

Autor/in	Good, Thomas L.
Institution	National Commission on Excellence in Education (ED), Washington, DC.
Titel	What Is Learned in Schools: Responding to School Demands in Grades K-6.
Quelle	(1982), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Ability Grouping; Academic Ability; Academic Achievement; Classroom Environment; Early Childhood Education; Elementary Education; Elementary School Teachers; Expectation; Family Influence; Learning Processes; Socialization; Student Behavior; Student Characteristics; Student Teacher Relationship; Teacher Characteristics; Teacher Effectiveness; Teacher Influence + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Expectancy; Erwartung; Learning process; Lernprozess; Socialisation; Sozialisation; Student behaviour; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Individual teacher behaviors, characteristics, and instructional methods make an important difference in what and how well students learn. Children enter school with a wide variety of differences in family background and aspirations, expectations, and previous learning. Research on learning in the home, nursery school, and kindergarten points out the differences between the learning environments of school and home settings, and differences between teachers' and parents' expectations and approaches to teaching. Once in the school environment, the student encounters a variety of instructional styles and classroom expectations in teachers which often pose problems as they move from class to class or grade to grade. In addition, a student's background may conflict with the general school culture or that of a particular teacher. In this paper, which discusses current trends and research on this topic, questions are raised about instructional practices such as tracking, pull-out instruction, and ability grouping on the grounds that they often create difficult teaching/learning situations. The general effects of teacher expectations on student performance are discussed with suggestions for improvement. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC