ERIC Number: ED123145
Record Type: RIE
Publication Date: 1976-Mar
Reference Count: 0
Studying Learning Environments: Conceptual and Methodological Issues.
Bossert, Steven T.
A conceptual model of learning environments and the procedures necessary for its investigation are proposed. It is argued that a research agenda involving longitudinal, comparative case-study designs and using field-method techniques is the only method capable of generating a solid base of information on the relationship between structural properties, social relationships, and learning outcomes. Thus, the importance of conceptual formulation and methodological procedures is illustrated. While numerous observational schemes are available for studying classroom environments, their adequacy has been limited by naive and simplistic conceptualizations of the social processes of learning. By focusing on dyadic interactions or only one aspect of social organization (e.g., peer networks or reward systems), research on schooling has overlooked the complex interrelationships between structural properties and social processes in learning environments. A complete model of the learning setting must detail the social organization and its consequences; that is, how particular structural characteristics of the setting affect the social relationships that develop in it and how different social relationships influence technical and moral socialization within schools. (Author/DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 19-23, 1976)