What Counts as Success? Perspectives from Practice and Research.

Autor/in	Brickhouse, Nancy W.
Titel	What Counts as Success? Perspectives from Practice and Research.
Quelle	(1991), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Chemistry; High Schools; Interviews; Motivation; Qualitative Research; Science Instruction; Secondary School Science; Self Evaluation (Individuals); Success; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Chemie; High school; Oberschule; Interviewing; Interviewtechnik; psychologische; Motivation (psychologisch); Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erfolg; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper explores a teacher's perspective of what successful science instruction is and how these perspectives influence classroom instruction. The data sources for this study include 35 classroom observations and approximately 25 hours of interviews collected over a period of 2 years of a single high school chemistry teacher. During class, extensive field notes were written and for approximately half of these sessions, the teacher was interviewed for about 30 minutes following the lesson. The interviews after class focused on questions of what the purpose of the lesson was, whether it was a success, and how he decided if it was a success. Questions about why specific instructional tasks or chemistry content had been chosen were also asked. This teacher was also interviewed regarding students' written work, which consisted of tests, lab reports, journals, and a variety of other forms of written work, and how these provided evidence for his assessments of his own instruction. Analysis of the data involved reading the verbatim transcripts of the interviews and the field notes to develop a system of categories that were elaborated and modified with new data. In reflecting back on the successes and failures of several weeks or even an entire year's worth of instruction, the teacher assessed his teaching by referring to whether students had met a large array of goals that were affective, social, cognitive, and skill-based. The ways in which the teacher defines success for his students is then related to what researchers define as success. (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01