Curriculum Pacing: Some Empirical Data in Mathematics

Good, Thomas L.; Grouws, Douglas A.; Beckerman, Terrill M.

doi:10.1080/0022027780100106

Cited by 58 publications

(23 citation statements)

References 6 publications

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“…In terms of observational methods, approaches typically focused on specific teacher behaviors (Cochran-Smith & Lytle, 1990;Smith, Waller, & Waller, 1982), for example, using frequency counts to evaluate how the quantity of teaching related to the amount students learned (Brophy, 1986). Other examples include work by Borg (1979) and Good, Grouws, and Beckerman (1978) examining associations between achievement and the number of pages in a curriculum presented to students; studies focused on teachers' time allocation (Brophy & Evertson, 1976;Fisher et al, 1980;Stallings, 1975); and studies of classroom management behaviors (Brophy & Evertson, 1976;Coker, Medley, & Soar, 1980;Good & Grouws, 1979). Brophy and Good (1986), whose work has been extremely influential in shaping the field's views of effective teaching, present a thorough review of process-product research in their landmark volume.…”

Section: Observing Interactions In Classroomsan Overviewmentioning

confidence: 99%

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Pianta

Hamre

2009

Educational Researcher

1,049

670

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The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.

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Section: Observing Interactions In Classroomsan Overviewmentioning

confidence: 99%

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Pianta

Hamre

2009

Educational Researcher

1,049

670

View full text Add to dashboard Cite

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“…Studies that have focused on "content covered", such as pages of the textbook covered (Good, Grouws, and Beckerman, 1978), content of textbooks (Pidgeon, 1970), number of words taught per lesson (Beez, 1970), number of mathematics problems covered (McDonald, 1975) or books read (Harris, Morrison, Serwer and Gold, 1968), show significant relationships between content covered and pupil achievement gains. Studies by Rosenshine (1971) and Armento (1977) have noted that correlations between content covered and pupil achievement were greater than for any observed teacher behaviour variables.…”

Section: Recent Studies: a Nexus With Pupil Achievementmentioning

confidence: 97%

Pupil Engaged Learning Time: Concepts, Findings and Implications

Smyth¹

1980

Australian Journal of Education

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Contrary to the claims of pessimists and soothsayers who would have us believe that the area of research on teaching is essentially barren and unproductive with few consistent findings that are usable in classrooms, this paper seeks to dispel some of this gloom by focusing on an area that not only has a well established research tradition, but which is generating considerable interest at the moment. Recent research has substantiated what classroom practitioners have long believed about the relationship between pupil engagement and achievement. Furthermore, consistent teaching behaviours and classroom variables are beginning to emerge that are associated with pupil engagement on learning tasks. Systematic and detailed analysis of the related variables incorporated under “academic learning time” represent one of the most hopeful leading edges at the moment in research on teaching.

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“…Putnam & Duffy, 1984 ;Tournaki, 2003). La prise en compte des performances scolaires peut se faire à partir d'élèves individuels (Colker, 1982 ;Conners, 1978 ;Mahnaz, 1994 ;Marland, 1986Marland, , 1977Marx & Peterson, 1981 ;McNair, 1978 ;Morine-Dershimer, 1978a ;Semmel, 1977 ;Warner, 1987) ou de petits sous ensembles d'élèves de la classe (Arlin, 1979(Arlin, , 1984a(Arlin, , 1973(Arlin, , 1982(Arlin, , 1984bArlin & Webster, 1983 ;Arlin & Westbury, 1976 ;Barr, 1974Barr, , 1975Barr & Dreeben, 1977 ;Bromme, 2005Bromme, , 1989Bromme, , 1987Burns, 1987 ;Dahllöf, 1971Dahllöf, , 1967Dahllöf & Lundgren, 1970 ;Good, Grouws, & Beckerman, 1978 ;Lundgren, 1987Lundgren, , 1972Lundgren, , 1973Lundgren, , 1977Prosner, 1987 ;Resnick, 1977 ;Wanlin, 2009bWanlin, , 2009cWarner, 1987).…”

Section: Facteurs Renvoyant Aux éLèvesunclassified

La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophone

Wanlin¹,

Crahay²

2012

educationdidactique

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VariaLa pensée des enseignants pendant l'interaction en classe. Une revue de la littérature anglophone Ce document est un fac-similé de l'édition imprimée. Tous droits réservés Philippe Wanlin & Marcel Crahay9 Résumé : Ce texte se penche sur la manière dont les chercheurs ont schématisé la pensée interactive des enseignants, sur les éléments auxquels ils pensent quand ils donnent leurs cours et sur les facteurs qui influencent cette réflexion. L'étude de ces éléments de réflexion et des facteurs qui les influencent aboutit quasi inévitablement sur la notion de dilemme qui devient le noyau dur des processus de pensée des enseignants lorsqu'ils enseignent. Ce texte débouche notamment sur une typologie des dilemmes auxquels les enseignants sont confrontés lors de l'interaction en classe. Enfin, il présente une proposition d'organisation des constats de recherche du paradigme du teacher thinking pouvant être considéré comme une heuristique permettant de structurer cette littérature.

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Curriculum Pacing: Some Empirical Data in Mathematics

Cited by 58 publications

References 6 publications

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Pupil Engaged Learning Time: Concepts, Findings and Implications

La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophone

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