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ERIC Number: ED320910
Record Type: RIE
Publication Date: 1990-Apr
Pages: 38
Abstractor: N/A
Reference Count: N/A
Patterns in Teacher Decisions for Different Ability Classes.
Nesselrodt, Pamela S.
Current research on teacher decision making reveals that ability is viewed as an important attribute in determining students' achievement and that teachers behave differently toward students of different ability levels. This study focuses on a secondary English teacher's decision making in a class she perceived to be of low ability and in one she perceived to be of high ability. Data were gathered through interviewing the teacher, audiotaping her thinking aloud while planning, videotaping class sessions with subsequent stimulated recall sessions, observations, and pertinent written documents. The results of this study do not show major patterns of differences in this teacher's decisions for the two classes, perhaps because the curriculum is the same for all classes. The noteworthy differences hinge on her style and the students themselves. For example, generally she made her plans for the general class, modifying them for the advanced class. The study provides insight into how a teacher translates curriculum into instruction, how instruction is modified to accommodate students' needs, and how fine-tuning takes place during the implementation of lesson plans. Thus, the study links the research on teacher decision making with attribution theory and the resulting expectancy literature. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990).