NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED230498
Record Type: RIE
Publication Date: 1981
Pages: 113
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
An Analysis of Teachers' Rule Systems at a Successful School. Verification Inquiry, Volume IV. Ecological Perspectives for Successful Schooling Practice.
Rounds, Thomas S.; And Others
Reported on is an analysis of rule systems established in successful elementary school classrooms. The report's first chapter provides an introduction to this verification inquiry, part of a larger study, Ecological Perspectives for Successful Schooling Practice. In chapter 2, the sample, methodology, and data analysis procedures used in the rules analysis are described. The 11 classrooms, and the teachers and students in them, from the elementary school studied are described. Also discussed are data collection procedures, including narrative descriptions and classroom observations. Data analysis methodology, including identification of rules in each classroom, classification of rules, and consonance of rules across classrooms, is detailed. The third chapter discusses the nature of the rules found as a result of the study, and an analysis of rules across the classrooms is included. An analysis of rules within categories covers classroom regulations in the following areas: procedural, academic, talking and noise, mobility, ethical, school-imposed, and miscellaneous. Conclusions regarding the findings are drawn in the fourth chapter. References are included along with two appendices which present instructions to teachers for coding classroom rules and charts of teachers' rules. (CJ)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers: N/A
Note: For related documents, see SP 022 256, SP 022 258, and SP 022 261-267. Some numbered volumes in this series were never released. Figures contain small, broken type.