ERIC Number: ED033897
Record Type: Non-Journal
Publication Date: 1969-May
Reference Count: N/A
Studying Teacher Classroom Behavior To Determine How Paraprofessionals Can Help in the Classroom.
Sharpe, Donald M.
The essential purpose of this paper is to illustrate the value of the Teacher Classroom Activity Profile (TCAP) in identifying and classifying teaching roles and in providing information which, if subjected to careful analysis, can lead to more effective approaches to the problem of role differentiation in the secondary school classroom. The author briefly describes the observational procedures used in a TCAP-based study of 1,097 secondary student teachers and reports the results (percent of classroom time devoted to various categories of behavior) in tabular form. He then presents and discusses the implications of seven hypotheses suggested by a preliminary analysis of the data (based on the seven categories of activity identified by the TCAP--i.e., management-nonlearning, management-learning, presentation, recitation, discussion, logical thinking, and attention to the thinking process). The analysis includes specific suggestions as to the ways in which teaching roles can be more effectively assigned and training programs more appropriately designed. (JS)
Descriptors: Classroom Observation Techniques, Classroom Techniques, Differentiated Staffs, Paraprofessional School Personnel, Secondary School Teachers, Task Analysis, Teacher Education, Teacher Role, Teaching Skills
Publications-Sales Section, National Education Association, 1201 16th St., N.W., Washington, D.C. (521-15642, $0.10)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. National Commission on Teacher Education and Professional Standards.