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ERIC Number: ED073823
Record Type: Non-Journal
Publication Date: 1972-Apr
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Observational Investigation of Instruction and Behavior in an Informal British Infant School. (Full Report).
Brandt, Richard M.
The nature of on-going instructional processes and pupil experiences were studied in two classes of a British infant school. Using PROSE (Personal Record of School Experience) as the primary observation instrument, 24 children, aged five through seven years, equally divided as to sex, were observed during seven days. A total of 9 cycles and 45 events were recorded for each of the children. The events relate to the nature of contacts (verbal or nonverbal) that the child has with adults, peers, and materials. Results of the study are provided as to: General Organizational Patterns; Teacher Behavior and Expectancies; Teacher Questioning; Instructional Teaching and Content; Manifest Teacher Affect; Pupil Behavior; Adult Contacts; Peer Contacts; Task Involvement and the Nature of Tasks; Manifest Affect of Pupils; and Pupil Behavior Differences. Some of the noteworthy findings are: (1) certain teacher expectancies were apparent in directions given and behavior reinforced; (2) for about half of each school day, children were involved in projects and activities of their own choosing, with teachers providing general supervisory and tutorial assistance; (3) the most dominant type of teacher activity during these periods was listening to children and raising questions about activities and progress; (4) some teacher differences were seen in showing-telling activities and in controlling behavior; (5) over the entire school day, children interacted with an adult 29.3% of time on the average, with a peer 20.4%, with appropriate tasks 28.2%, and were inappropriately engaged 22.1% of the time. The study data are given in 17 tables. [Filmed from best available copy.] (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A