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ERIC Number: ED010068
Record Type: RIE
Publication Date: 1966
Pages: 88
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
CLASSROOM TEACHING AND LEARNING AS A COMPLEX INTERACTIONAL GAME.
BEKER, JEROME; AND OTHERS
THIS WAS AN EXPLORATORY STUDY OF INTERPERSONAL INTERACTIONS THROUGH WHICH TEACHING AND LEARNING PROCEED IN INNER CITY SUBURBAN, AND RURAL ELEMENTARY SCHOOL CLASSROOMS. A MAJOR OBJECTIVE OF THE WORK WAS TO IDENTIFY SOME CRITICAL DIMENSIONS OF DIFFERENCE AMONG THESE THREE KINDS OF SETTINGS FOR MORE SYSTEMATIC ATTENTION LATER. TWO OBSERVERS VISITED EACH OF SIX CLASSROOMS ONCE WEEKLY FOR A 2-HOUR PERIOD. THEY OBSERVED SEPARATELY, AND AN EFFORT WAS MADE TO CONCLUDE EACH PART OF THE SCHOOL DAY AND EACH REGULAR CLASS PROGRAM OR ACTIVITY. THE OBSERVERS TOOK VOTES IF THE SITUATION ALLOWED IT. THE CONCLUSIONS INDICATED THAT THE CLASSROOM CAN BE AND SOMETIMES IS A NEGATIVE, PERHAPS DAMAGING ENVIRONMENT FOR CHILDREN. IT IS IMPORTANT TO EMPHASIZE THAT EACH CLASSROOM TEACHER OBSERVED WAS DOING THE BEST JOB HE OR SHE KNEW HOW TO DO. THEIR FAILURES REFLECT PARTICULAR PERSONALITIES AND VALUE ORIENTATIONS AND DEFICITS OF KNOWLEDGE AND SKILL RATHER THAN WILLFULLY NEGATIVE OR APATHETIC BEHAVIOR. OBSERVATIONS FOLLOWED BY GROUP OR ONE-TO-ONE DISCUSSIONS SHOULD BE EXPLORED AS A MEANS FOR ENHANCING TEACHER INSIGHT AND EFFECTIVENESS. (JL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Syracuse Univ., NY. Youth Development Center.
Identifiers: NEW YORK; New York (Syracuse)