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ERIC Number: ED228194
Record Type: RIE
Publication Date: 1982-Dec
Pages: 40
Abstractor: N/A
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)
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
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.