NotesFAQContact Us
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Woolfolk, Anita E. – Theory into Practice, 1985
This article examines major trends in research on the teaching process, emphasizing two models for studying classroom interactions--process-product and descriptive. Also discussed is interpersonal interaction as it is studied in social psychology. (CB)
Descriptors: Classroom Communication, Classroom Research, Elementary Secondary Education, Interaction Process Analysis
Peer reviewed Peer reviewed
Wilkinson, Louise Cherry – Theory into Practice, 1985
Something significant can be learned by "listening-in" on children's conversations. Research has shown individual differences among students that may affect children's achievement. Teachers need to "listen-in" on children's conversations and "listen-for" what children are saying about how well they understand directions and activities. (CB)
Descriptors: Classroom Communication, Classroom Research, Elementary Education, Elementary School Mathematics
Peer reviewed Peer reviewed
Blumenfeld, Phyllis C.; Meece, Judith L. – Theory into Practice, 1985
Teachers are charged with training children to be good scholars and good citizens. In both domains of classroom life, the underlying process involves successful socialization into the student role. (CB)
Descriptors: Classroom Communication, Classroom Research, Elementary Secondary Education, Socialization
Peer reviewed Peer reviewed
Woolfolk, Anita E.; Galloway, Charles M. – Theory into Practice, 1985
Knowledge from research on nonverbal communication can serve to extend and expand current paradigms that guide the study of teaching. Even more important, attention to nonverbal research may enrich the conceptualization of teaching. (CB)
Descriptors: Classroom Communication, Classroom Research, Elementary Secondary Education, Nonverbal Communication
Peer reviewed Peer reviewed
Harste, Jerome C. – Theory into Practice, 1989
This article examines classroom organizational patterns and the focus, content, and strategies of instruction to show that the basal reader, rather than reading comprehension, is what is being taught. A skills model of reading, the basal approach, does not reflect what readers do to make sense of text. (IAH)
Descriptors: Basal Reading, Case Studies, Classroom Environment, Classroom Research
Peer reviewed Peer reviewed
Smith, Louis M.; And Others – Theory into Practice, 1987
A follow-up study of the Kensington Elementary School (studied for educational innovations 15 years earlier) used ethnography, life history interviews of original faculty, and historical study of the school district to examine school identity. (CB)
Descriptors: Case Studies, Classroom Research, Educational Change, Educational Environment
Peer reviewed Peer reviewed
Stenhouse, Lawrence – Theory into Practice, 1983
The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP)
Descriptors: Classroom Research, Controversial Issues (Course Content), Elementary Secondary Education, Foreign Countries
Peer reviewed Peer reviewed
Doyle, Walter; Rutherford, Barry – Theory into Practice, 1984
This article cites various research studies on matching learning and teaching styles and discusses possible problems of this approach. Several aspects of matching learning and teaching styles are offered for consideration: the effect of teaching on learning, classroom management, and how styles affect classrooms. (DF)
Descriptors: Classroom Environment, Classroom Research, Classroom Techniques, Cognitive Style
Peer reviewed Peer reviewed
Smith, Linda H.; Renzulli, Joseph S. – Theory into Practice, 1984
To develop an educational program that works for every student, it is important to consider that learning style differences do exist and that learning style matching can positively affect achievement. Methods to help teachers assess student preferences are discussed. (DF)
Descriptors: Academic Achievement, Classroom Research, Cognitive Style, Curriculum Development