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ERIC Number: ED124509
Record Type: RIE
Publication Date: 1975-Feb
Pages: 86
Abstractor: N/A
Reference Count: 0
Teaching-Learning Processes in Elementary School: A Synoptic View. Studies of Educative Processes, Report No. 9.
Harnischfeger, Annegret; Wiley, David E.
This approach to the study of classroom teaching-learning processes concentrates on pupil time and the various ways in which it is used. The conceptual framework contrasts with most earlier studies that report teacher behavior as the most direct influence on pupil achievement. Two premises form the basis of the framework: (1) The total amount of time devoted to a particular instructional topic is the most important determinant of pupil achievement; and (2) There is enormous variation in learning time for different pupils. The foci of the conceptual model are pupil pursuits and activities, teacher activities being relevant only in the way they influence those of the pupil. The leading organizational concept is an "a priori" concept of time in the Kantian sense. A pupil spends a certain amount of time in school as defined by educational policy. The time factor preconditions educational effects by defining the quantity of schooling. Amounts of schooling have strong, causally interpretable relations to achievement. Pupil activities and time allocations are additionally influenced by outside administrative and organizational superstructures. Teacher planning and classroom carry through, teacher evaluation procedures, and policy research emerge as unexamined but vital foci for further research. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Science Foundation, Washington, DC.; Far West Lab. for Educational Research and Development, Berkeley, CA.
Authoring Institution: N/A