ERIC Number: ED240080
Record Type: RIE
Publication Date: 1984-Feb-2
Reference Count: 0
A New Direction in Education: A Framework for Designing and Interpreting Research in Excellence in Teaching.
Pemberton, Deloras K.
Generalizations arising from effective teaching studies are vulnerable because they are not based on a theoretical perspective of how learning occurs or can be improved, but have resulted from observations of what teachers appear to be doing when students are learning. Critics of teacher effectiveness studies contend that good instruction requires more than use of management techniques and provision of opportunities for learning; it should be grounded in theoretical perspectives and reflect awareness of the interactive nature of the teaching situation. A framework, based upon research studies on cognition, is offered for designing research in teaching and interpreting the teacher's role in coordinating learning variables. The framework is based on the assumption that teachers make instructional decisions founded upon knowledge of four features: (1) content to be taught; (2) student diversity and differing skill levels; (3) learning activities; and (4) methods of measuring learning. The excellent teacher reflects upon, plans, and alters instruction depending upon interactions among these factors. Selected studies demonstrating two- or three-way interactions between these factors are described and analyzed. (JD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (36th, San Antonio, TX, February 1-4, 1984).