A Mass Observation Study of Student and Teacher Behaviour in British Primary Classrooms

Autor/inn/en	Apter, Brian; Arnold, Christopher; Swinson, Jeremy
Titel	A Mass Observation Study of Student and Teacher Behaviour in British Primary Classrooms
Quelle	In: Educational Psychology in Practice, 26 (2010) 2, S.151-171 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
Schlagwörter	Feedback (Response); Numeracy; Literacy; Teacher Behavior; Student Behavior; Elementary School Teachers; Elementary School Students; Foreign Countries; Time on Task; Observation; Correlation; Classroom Communication; Classroom Techniques; Verbal Communication; Social Behavior; Interpersonal Communication; Urban Schools; Rural Schools; Rural Urban Differences; Suburban Schools; Class Size; Teacher Student Ratio; United Kingdom + Suchen Sie Ihr Suchwort? Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Zeitaufwand; Beobachtung; Korrelation; Klassengespräch; Klassenführung; Social behaviour; Soziales Verhalten; Interpersonale Kommunikation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Stadt-Land-Beziehung; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Klassengröße; Lehrer-Schüler-Relation; Großbritannien
Abstract	A large scale observational study by educational psychologists of 141 UK primary classrooms used a partial interval time-sampling observational schedule to record the frequency and type of verbal behaviour of teachers and whether students were "on-task" (following the teacher's directions) or "off-task" (not following the teacher's directions). Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner-city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons. A range of findings included higher rates of students being on-task than found by previous studies, and correlations between high on-task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on-task rate. Similarly, teachers in inner-city schools interacted more with students, but on-task rates in inner-city schools were not significantly higher. Reasons for this effect are discussed. (Contains 8 tables and 11 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10