ERIC Number: ED298945
Record Type: RIE
Publication Date: 1988-Apr
Teacher as Supervisor of Complex Technology.
Cohen, Elizabeth G.; Lotan, Rachel A.
This study tested, in the classroom, the proposition derived from organizational theory that the operation of the classroom organizational system is related to the aggregated achievement gains of the students, or, more specifically, that collective achievement is the product of the interrelationship of the instructional technology, the type of teacher supervision, and the work arrangements among the students. Students from lower socioeconomic family backgrounds in 15 classrooms in 1982-83 and 13 classrooms in 1983-84 used curricular materials in learning centers of five students each. Teachers used a classroom management system designed for the study which assisted them in delegating authority and avoiding direct supervision when students were working cooperatively at learning centers. Students were observed to determine the frequency of their working and talking together, working alone, and disengaging from their tasks, and were tested for achievement. The data showed that an increase in the number of learning centers in operation permitted less teacher supervision and teacher facilitation, while less direct supervision permitted more student working and talking together (or student communication). In addition, student cooperation correlated positively with gains on mathematical achievement tests. These findings are examined in terms of both theoretical applications to classroom organizational theory and practical applications to classroom management. Three figures and three tables are provided. (20 references) (EW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).