A Theory-Based Meta-Analysis of Research on Instruction.

Autor/in	Marzano, Robert J.
Institution	Mid-Continent Regional Educational Lab., Aurora, CO.
Titel	A Theory-Based Meta-Analysis of Research on Instruction.
Quelle	(1998), (173 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Cognitive Processes; Educational Practices; Educational Research; Educational Theories; Effect Size; Instruction; Instructional Effectiveness; Knowledge Level; Meta Analysis; Research Methodology; Synthesis; Tables (Data); Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Teaching process; Unterrichtsprozess; Unterrichtserfolg; Wissensbasis; Meta-analysis; Metaanalyse; Research method; Forschungsmethode; Tabelle; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Instructional research is synthesized, using categories specific and functional enough to provide guidance for classroom practice. The opening chapter presents a theory for conducting a theory-based meta-analysis of the research on instruction, outlining a theory that involves four elements of human information processing: the self-system, the metacognitive system, the cognitive system, and knowledge. Chapter 2 describes the ways in which these four elements are represented in permanent memory. In chapter 3, the four elements and their subcomponents are described in detail. Chapter 4 describes specific design features of the meta-analysis, and chapters 5 through 8 present the results of the meta-analysis. Chapter 9 contains a general discussion of the findings in terms of classroom practice. In all, the meta-analysis used more than 4,000 effect sizes that involved an estimated 1,237,00 subjects. One observation that results from the meta-analysis is that the self-system appears to be the control center for human behavior, while the metacognitive system is the engine of learning. Three relatively straightforward implications are drawn. The teacher should: (1) identify knowledge and skills that are targets of instruction; (2) identify and use specific instructional techniques for specific instructional goals; and (3) use instructional techniques that apply to all types of instructional goals. (Contains 47 tables, 25 figures, and 398 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01