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ERIC Number: ED422314
Record Type: Non-Journal
Publication Date: 1998-Apr-13
Pages: 27
Abstractor: N/A
Reference Count: N/A
Differences in the Classroom Systems of Expert and Novice Teachers.
O'Connor, Evelyn A.; Fish, Marian C.
This study investigated whether there were differences between classrooms of expert and novice elementary teachers, examining whether teaching experience would affect flexibility in the clasroom, whether teaching experience would influence communications between all members of the classroom, and whether teaching experience would affect the degree of cohesiveness in the classroom. A group of 35 experienced and 35 novice elementary teachers from New York State schools participated. Researchers conducted observations and videotaped the teachers. For each teacher, one 50-minute observation included use of the Classroom Systems Observation Scale (CSOS), an instrument that determines the level of flexibility, communication, and cohesion evident in the elementary classroom. Results indicated that expert teachers' classrooms had significantly higher levels of flexibility within the balanced range of functioning than novice teachers' classrooms. Expert teachers also had a significantly higher level of communication on the CSOS than did novice teachers. However, there was no difference between the groups on the dimension of cohesion. An appendix presents sample items from the CSOS. (Contains 35 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A