ERIC Number: ED291732
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
The Construction of Lessons in Effective and Less Effective Classrooms.
Weade, Regina; Evertson, Carolyn M.
This study examined relationships among teachers' management effectiveness ratings, student achievement, social and academic participation structures, patterns of instructional sequencing, and teachers' contributions to thematic development in classroom lessons. Representative case samples were selected to explore effective and less effective management and instructional practices in four junior high school English classrooms. The cases were selected on the basis of identified differences among teachers on measures of observed management effectiveness and student achievement. Patterned differences across classrooms were identified in: (1) the demands placed on students to interpret subtle changes in their rights and obligations for participating; and (2) the development of a conceptual framework to guide academic participation and meaning construction processes. Rank order comparisons suggested that effective management is necessary, but not sufficient, to bring about student achievement gains. Implications are provided as a set of questions to guide instructional planning and reflection. (Author/JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Note: This study was also supported by the Arkansas Department of General Education.