ERIC Number: ED262008
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Comprehension-Level Tasks in Secondary Classrooms. R&D Rep. 6199.
Sanford, Julie P.
This study examined the conduct of academic tasks in six secondary classrooms, focusing specifically on assigments requiring some higher level cognitive operations, with attention to how management strategies and classroom conditions associated with these assignments affect their cognitive demands on students. Analysis of tasks in these six classes was designed to answer the questions: (1) How often were higher level tasks attempted and what was the nature of these tasks? (2) What management strategies and conditions were associated with conduct of higher order tasks? and (3) What impact did these management strategies and conditions have on student engagement in the tasks and on their use of intended or other cognitive operations. All classes were under the direction of experienced teachers, and three classes were designated honors sections. Each of the classes was observed for six or seven weeks, and teachers were interviewed at the beginning and end of the study in each class. Tables present descriptions of the tasks in each class, and notes on how the class was managed. A catalog of management strategies describes ways in which safety nets were provided for students to reduce the risk of failure. It was concluded that the teachers were not equally or consistently successful in engaging their students in higher level tasks. Other studies have suggested that many secondary teachers avoid or mismanage higher level tasks. (JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.