ERIC Number: ED242782
Record Type: Non-Journal
Publication Date: 1984-Jan
Reference Count: N/A
Making Seatwork Work. Research Series No. 142.
Anderson, Linda M.; And Others
The responses of first-grade students to seatwork assignments were studied through detailed narrative records, copies of seatwork performance, and informal conversations with the students about their work. Two distinct groups of students were identified for comparisons: those whose responses to seatwork were frequently poor (low attention and low performance) and those whose responses were generally adequate (high attention and high performance). After this classification, it was determined that every poor responder was a member of a lower level reading group, and every adequate responder was a member of a higher level reading group, suggesting that seatwork was a qualitatively different experience for lower achievers than higher achievers. Further analyses of the narrative data revealed that poor and adequate responders also differed in terms of the fluency of their answers and the appropriateness of the strategies they used to do the work. These data suggest why achievement differences widen over time. Lower achievers (who were likely to be poor responders) were spending less of their seatwork time in beneficial ways than were higher achievers. (Author/BW)
Descriptors: Attention, Expectation, Grade 1, High Achievement, Independent Reading, Low Achievement, Performance, Primary Education, Reading Achievement, Student Attitudes, Student Evaluation
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erikson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.