ERIC Number: ED223584
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: N/A
Changing Teacher Behavior: From Symbolism to Reality.
Williams, Richard C.
The most important interaction in a school system, teacher classroom behavior and its effects on pupils' learning, is largely unattended to in any direct supervisory manner in most school districts. School administrators have allowed administrative matters to divert them from their central task, which should be the school's curriculum and instructional program. School districts pay close attention to such things as credentials of teachers and accreditation-related standards; little attention is paid to whether teachers actually teach the established curriculum or use sound instructional methods. A solid technical core of knowledge about learning has grown that provides a better understanding of the relationship between teacher behavior and pupil achievement. Research findings have demonstrated the links between teachers' understanding of factors, including time-on-task, mastery learning, classroom organization, and learning styles, and improved academic achievement in students. However, very little is done by school districts to assure that changes based on these findings actually take place in classrooms, or that teachers achieve the desired results. The entire school district, teachers, and administrators should begin exploring ways to link their organizational structure to the instructional core. A discussion is presented on how school districts may be redirected from their current function as institutionalized organizations into tightly coupled technical organizations that focus on instructional improvement. (JD)
Descriptors: Academic Achievement, Administrator Responsibility, Board of Education Policy, Change Strategies, Classroom Techniques, Elementary Secondary Education, Inservice Teacher Education, Instructional Improvement, Organizational Climate, School Districts, Teacher Behavior, Teacher Effectiveness, Teacher Improvement
Not available separately; see SP 021 345.
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Defino, Maria E., Ed. and Carter, Heather, Ed. Changing Teacher Practices: Proceedings of a National Conference (Austin, TX, October 1981). Texas, Research and Development Center for Teacher Education, Feb 1982. p25-45.