A Comparison View; The Instructional Rhythm Model and the Invitational Climate Created via the Grow with Guidance System.

Autor/inn/en	O'Hara, Hunter; Radd, Tommie R.
Titel	A Comparison View; The Instructional Rhythm Model and the Invitational Climate Created via the Grow with Guidance System.
Quelle	(1995), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Classroom Techniques; Cooperative Learning; Elementary Secondary Education; Group Dynamics; Learning Strategies; Models; Self Concept; Student Participation; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Kooperatives Lernen; Gruppendynamik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Selbstkonzept; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Invitations sent to students affect their self-concepts in ways that may then effect prevention and avoidance of self-destructive patterns and behaviors. This paper provides a comparison view of existing research and discusses the relationship between research findings on the "Instructional Rhythm Model" and the "invitational class climate." Past research on the Instructional Rhythm Model and creation of inviting climate via The Grow With Guidance System suggest the possibility that the cooperative class climate necessary for successful implementation of the Instructional Rhythm Model can be invited through The Grow With Guidance System. Two researchers discovered similar information that can be integrated and applied within the learning process to maximize the possibility for the creation of learning scenarios full of variety and interpersonal involvement. Primary common characteristics found in the literature are: (1) self-concept development and integration; (2) integrity; (3) the ongoing inviting growth process and cooperative learning encounter; (4) teaching to inspire enthusiasm and creativity, and (5) community including improved race relationships, cross ethnic cooperation and social interaction skills. Development of these characteristics may result in maximizing optimal learning for contemporary learning communities. Contains 15 references. (Author/JBJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC