ERIC Number: ED236241
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Understanding Teaching and Learning in Classrooms: A Predictive Case Study Approach (Methodology, Preliminary Results and Implications for Teachers).
Alton-Lee, Adrienne; Haberfield, Robin
Data were gathered, using pre and posttests and interviews, on the learning of individual students during a seven-week unit on a science topic (conservation) in a fourth grade classroom. Case studies of the learning experiences of each child, based on recordings and detailed observations of all class activities, were used to predict student learning and memory for each content item in the posttests. Analysis of the predictions made by researcher and class teacher revealed the significance of type of class activity, student learning and friendship hierarchies, prior knowledge and experience, and the teacher's ability to diagnose student misunderstanding. A model of effective teaching and the Haberlee Evaluation technique are described. (Author)
Descriptors: Academic Achievement, Case Studies, Classroom Environment, Classroom Observation Techniques, Conservation (Environment), Elementary School Science, Foreign Countries, Intermediate Grades, Interviews, Learning Processes, Memory, Peer Relationship, Predictor Variables, Pretests Posttests, Student Attitudes, Student Teacher Relationship, Teaching Methods
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: New Zealand
Note: Paper presented at the Annual Meeting of the New Zealand Association for Educational Research (4th, Christchurch, New Zealand, December 1982).