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ERIC Number: ED335328
Record Type: RIE
Publication Date: 1991-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
Looking in Mirrors: Teachers Doing, Seeing, Knowing.
Ellis, Nancy E.; Lotan, Rachel A.
In this study, relationships were examined among three aspects of the implementation of complex instruction, an innovative approach to teaching in heterogeneous classrooms. These three aspects were: (1) teachers' use of the complex instruction strategies in the classroom; (2) systematic and comprehensive feedback received by teachers from the developers of the innovation; and (3) teachers' conceptual understanding of the theoretical and empirical knowledge base underlying complex instruction. For this study, data collected as part of a larger project conducted by the Stanford University School of Education were used. Thirteen teachers in 5 elementary schools constituted the sample; data sources were a minimum of 20 classroom observations of each teacher, questionnaires, structured and open-ended interviews, and records of collaborative meetings between teachers and supportive supervisors. The findings indicated that the frequency of feedback sessions was positively and significantly related to the quality of the implementation of the innovation, and the teacher's conceptual understanding of the knowledge base. Teachers' conceptual understanding was positively and significantly related to the more sophisticated teaching strategies but showed no relationship to the more routine behaviors. Case studies illustrate the quantitative findings. Theoretical and practical implications of the findings are discussed. (Author/AMH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge Base for Teaching
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).