ERIC Number: ED223581
Record Type: RIE
Publication Date: 1981
Reference Count: N/A
Research on Classroom Contexts: Toward a Knowledge Base for Policy and Practice in Teacher Education.
Potential contributions of research on classroom contexts to preservice teacher education curriculum are outlined in this paper. A review of traditional teacher effectiveness research cites studies that either extrapolated from laboratory research to design a teaching model or used direct classroom observations to correlate behaviors to outcomes without considering situational variables. The inadequacies of each approach are discussed, and the features of classroom context research are introduced. The emphasis of the studies is on classroom management and decision making. An analysis of findings on academic tasks suggests two conclusions: (1) Tasks provide a structure within which students perceive and interpret teaching events; and (2) Different types of tasks are associated with different configurations of classroom processes. Successful efforts at clarifying the management tasks are cited. The conclusion states the basic argument of the paper: that contexts pose tasks which shape information processes. (FG)
Descriptors: Academic Achievement, Classroom Environment, Classroom Observation Techniques, Classroom Research, Discipline, Educational Research, Higher Education, Preservice Teacher Education, Teacher Behavior, Teacher Effectiveness, Teaching Experience
Not available separately; see SP 021 340.
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Griffin, Gary A., Ed. and Hukill, Hobart, Ed. Alternate Perspectives for Program Development and Research in Teacher Education. Summary of Proceedings of an Invited Symposium for the Annual Meeting of the American Educational Research Assocation (Los Angeles, CA, 1981), p75-94.