Teachers' and Pupils' Days in the Primary Classroom.

Autor/inn/en	McPake, Joanna; Harlen, Wynne; Powney, Janet; Davidson, Julia
Institution	Scottish Council for Research in Education, Edinburgh.
Titel	Teachers' and Pupils' Days in the Primary Classroom.
Quelle	(1999), (86 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86003-051-3
Schlagwörter	Age Differences; Educational Quality; Elementary Education; Elementary School Students; Elementary School Teachers; Foreign Countries; National Curriculum; Peer Relationship; Primary Education; Sex Differences; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Quality of education; Bildungsqualität; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Peer-Beziehungen; Primarbereich; Sex difference; Geschlechtsunterschied; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the classroom experiences of teachers and pupils in 12 primary schools in Scotland. In each school, researchers spent a week with one class, observing the teachers and six target pupils selected to represent the ability range within the class. Through interviews with teachers and pupils, the researchers aimed to identify the amount of time both groups spent on various types of activity, and to explore the reasons for particular patterns. Among the findings are the following: (1) the time spent on various curriculum areas diverged considerably from the amount suggested in the 5-14 curriculum guidelines; (2) there was high variation in classroom organization; (3) pupils spent about two-thirds of their time engaged on tasks; (4) target pupils spent about 40 percent of their time in some form of teacher-student interaction and 40 percent in interaction with other pupils; (5) the teacher behaviors most associated with pupil engagement, collaborative learning activities and one-to-one interaction with the teacher, were rarely observed; (6) teachers spent 82 percent of their time in teaching and related activities; and (7) teachers used a variety of teaching strategies, with different strategies predominating with different age groups. Issues that emerged as warranting further investigation included the balance of the curriculum, students' independent work, the implications of a heavy workload, and teachers' and pupils' views on changes in the ways pupils learn as they progress through primary school. (Contains 45 references.) (KB)
Anmerkungen	Scottish Council for Research in Education, 15 St. John Street, Edinburgh EH8 8JR, Scotland (10 British Pounds Sterling). Tel: 0131-557-2944; Fax: 0131-556-9454; e-mail: scre@scre.ac.uk; Web site: http://www.scre.ac.uk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC