ERIC Number: ED237459
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Recent Classroom Research: Implications for Teacher Education.
Good, Thomas L.
The past decade has been a productive era for classroom research. Recent investigations have yielded useful concepts for thinking about classrooms and about facilitating achievement. Research findings and concepts provide a way of considering classroom instruction, but they are not rules for classroom behavior. Some teachers believe (and behave accordingly) that they have little effect on students' learning. In fact, many teachers cannot simply and directly explain what they attempt to accomplish in their classrooms. Teacher training institutions need to give more attention to how their students perceive the role of the teacher and help teacher candidates develop a coherent teaching philosophy before they enter the classroom. Teachers who are confused about their role and goals and who hold low expectations for their classroom performance are unlikely to positively affect student learning and development. Recent research provides clear evidence that teachers do have important effects on students' performance. Furthermore, these studies provide important concepts for thinking about classroom teaching. This paper discusses research on: (1) teacher expectations; (2) teacher effectiveness (active teaching); and (3) classroom management, and the policy implications of each. (JMK)
Descriptors: Academic Achievement, Beginning Teachers, Classroom Research, Classroom Techniques, Elementary Secondary Education, Expectation, Higher Education, Preservice Teacher Education, Student Behavior, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Effectiveness, Teacher Influence, Teacher Response, Teaching Styles
Not available separately, see SP 022 600.
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Smith, David C., Ed. Essential Knowledge for Beginning Educators. American Association of Colleges for Teacher Education, Washington, D.C., Dec 1983. p55-64.