Classroom Learning: Results from Observations - Sandy Bay Study. Working Paper No. 326.

Autor/inn/en	Romberg, Thomas A.; und weitere
Institution	Wisconsin Center for Education Research, Madison.
Titel	Classroom Learning: Results from Observations - Sandy Bay Study. Working Paper No. 326.
Quelle	(1982), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Addition; Classroom Observation Techniques; Cognitive Processes; Cross Sectional Studies; Educational Research; Elementary Education; Elementary School Mathematics; Foreign Countries; Mathematics Instruction; Student Behavior; Subtraction; Teacher Behavior; Time Factors (Learning); Time on Task; Australia + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Ausland; Mathematics lessons; Mathematikunterricht; Student behaviour; Schülerverhalten; Subtraktion; Teacher behaviour; Lehrerverhalten; Zeitaufwand; Australien
Abstract	Data are reported for the classroom observational portion of a cross-sectional study conducted in Tasmania, Australia to examine the acquisition and development of addition and subtraction skills in young children. During the study, a group of students in grades l, 2, and 3 who differed in cognitive processing skills were observed during mathematics instruction. Frequencies of teacher and pupil behaviors observed in each of five classrooms during a period of three months in l980 are reported, as well as a brief discussion of results. From these data, it can be concluded that variations in allocated time are due not to differences in cognitive level of children but to difference in the actions of teachers, school policy and procedures, or grade level of instruction. (MNS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC