ERIC Number: ED257803
Record Type: RIE
Publication Date: 1985-Feb
Reference Count: 0
Three Analyses of Stimulated-Recall Data.
Parker, Walter C.
This paper compares three analyses of stimulated-recall data gathered in interviews with 24 elementary school teachers who were reporting their interactive decision making (IDM). Two analyses were quantitative--one an experimental design, the other a content analysis--and one was qualitative. The experimental study found that teachers' reflection on their own IDM can generate signficant modifications in their IDM. The qualitative study, using a grounded theory design, generated three hypotheses about the relationship of IDM, time, and learning activities. The content analysis pointed to similarities and differences in teachers' concerns at decision points and identified concerns that were more and less important. A comparison of the three studies underscores the value of inquiry aimed at the generation of theory as a complement to inquiry that seeks to verify theory and emphasizes the important role stimulated-recall procedures are playing in building understandings of teachers as autonomous curriculum agents whose interactive cognition mediates teacher behavior and student learning. A discussion of some conceptual shortcomings of research on teachers' interactive cognition concludes the paper. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the Southwest Educational Research Association (Austin, TX, February, 1985).