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ERIC Number: ED264222
Record Type: RIE
Publication Date: 1985-Jun
Pages: 33
Abstractor: N/A
Reference Count: 0
Classroom Management and the Curriculum: A Strategic Research Site. R&D Report 6162.
Doyle, Walter
This paper defines a strategic site for research in classroom management, namely, the tension between management and curriculum. Programs of action in classrooms are defined both by the rules for social participation and the demands of academic work. Academic work is directly involved in the process of achieving classroom order, and can be shaped in basic ways by a teacher's management decisions. The research reviewed in this paper suggests that academic work can be swamped by the management function in teaching, and teachers can become preoccupied with getting work accomplished rather than promoting student learning. When this happens, management limits students' opportunities to learn, even though engagement may be high. In such circumstances, a well-managed class would not be a high achieving class. At the same time, some challenging academic tasks are difficult to manage in classrooms. When such tasks are being used, the class may not score high on such management indicators as attention and engagement. Nevertheless, students are being afforded the chance to learn important aspects of the curriculum. Two implications of these considerations are discussed: (1) content needs to be included in studies of classroom management, and (2) resolving the tension between management and curriculum in classrooms may actually require a greater emphasis on management. A 10-page reference list is appended. (JD)
Communication Services, R&DCTE, EDA 3.203, The University of Texas at Austin, Austin, TX 78712.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.