ERIC Number: ED237489
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Student Responses to Classroom Instruction. Final Report.
Anderson, Linda M.; And Others
The response to seatwork assignments of 26 high and low achievers in 8 first grade classrooms was examined. Students were observed during five half-days of school over a five to six month period. Teachers were interviewed twice during the year, with particular attention being paid to how they handled selecting seatwork assignments, presented them to students, monitored seatwork, and evaluated and gave feedback. A review of the data revealed that every poor responder was a member of a lower level reading group, and every high responder a member of a higher level reading group. These data suggested that seatwork was a qualitatively different experience for low achievers. Further analyses of the data revealed that poor responders differed in ease of answering questions, and used strategies that helped them complete assignments but did not aid their understanding. These data suggested why achievement differences widen over time; lower achievers were spending less of their seatwork time in beneficial ways than were the higher achievers. Teacher data indicated that poorer responses of lower achievers could be related to the teachers' emphasis on seatwork as a matter of routine, assignment of work that was too difficult, failure to provide help-seeking mechanisms, and an emphasis on persistence and task completion rather than on task understanding. Case studies are appended of four high achievers and four low achievers. (JD)
Descriptors: Academic Achievement, Assignments, Classroom Techniques, Elementary Education, Elementary School Students, Grade 1, High Achievement, Low Achievement, Student Attitudes, Student Characteristics, Student Motivation, Student Reaction, Study Habits, Teacher Effectiveness, Teaching Methods, Time on Task
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: For a related document, see ED 212 626.