ERIC Number: ED228194
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Understanding Teachers' Judgments about Instruction: The Task, the Method, and the Meaning.
Yinger, Robert J.; Clark, Christopher M.
Six experienced teachers of fourth and fifth grades read and made judgments about the appropriateness, attractiveness, usefulness, and effectiveness of each of 32 short descriptions of language-arts activities. The activity descriptions had been edited to vary systematically on five features: amount of student involvement; difficulty for students; integration of multiple skills or subject matters; demand on the teacher; and fit between stated purpose and instructional process. Each teacher thought aloud during the judgment process; these deliberations were audiotaped and transcribed. A policy-capturing analysis indicated that only small proportions of variance in teacher judgments could be explained in terms of the five manipulated cues. A process-tracing analysis of the protocols of two of the six teachers revealed that they were attending to several activity features in addition to the five mentioned above. The process-tracing analysis also provided a description of how the teachers defined and modified the judgment task and drew upon their own professional experiences to comprehend, edit, and evaluate the activity descriptions. The process-tracing approach appears to be a more promising method of inquiry into complex teacher-judgment tasks than is the policy-capturing approach. (Authors/JD)
Descriptors: Cognitive Processes, Course Evaluation, Decision Making, Difficulty Level, Elementary School Teachers, Evaluation Criteria, Evaluation Methods, Evaluative Thinking, Grade 4, Grade 5, Instructional Materials, Intermediate Grades, Language Arts, Learning Activities, Skill Development, Student Participation, Teacher Attitudes, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($4.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.