Oasis: A Methodology for Instructional and Communications Research

Seibert, Warren F.; Snow, Richard E.

doi:10.1037/e469432008-166

Cited by 2 publications

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“…the present paper (see Harris, 1963;Cattell, 1966: also, for a discussion of the use of similar matrix arrangements in other areas of instructional research, see Seibert and Snow, 1965). It should be clear however that micro-analyses of teaching acts may be connected with more macro-analyses supporting conceptions of teachers and students as persons engaged in ongoing educational and psychological development outside the classroom.…”

Section: Figmentioning

confidence: 93%

Brunswikian Approaches to Research on Teaching

Snow¹

1968

American Educational Research Journal

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The ultimate goals of research on teaching are theories of teaching and these, in turn, involve the development of a critical language for the analysis of classroom behavior. A language consists of both syntax and vocabulary. Hence, both a general paradigm and a general taxonomy must be sought. The paradigm provides the syntactic structure upon which theoretical vocabulary can then be built. The position taken here is that the production of vocabulary has too frequently proceeded without adequate models to serve as syntax and has been limited by overconcern for the practical problems of classroom observation. This paper therefore concentrates on the metalanguage and methods needed in developing a critical language rather than on the details of the language itself or of its use.Over the years, a number of paradigms for research on teaching have been generated (Gage, 1963(Gage, , 1964. Gage's 1963 summary documented a growing transition from the older and more general "criteria-of-teacher-effectiveness'' terminology to a newer and 1.

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Section: Figmentioning

confidence: 93%

Brunswikian Approaches to Research on Teaching

Snow¹

1968

American Educational Research Journal

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“…With a multivariate description of a series of texts, films, program frames, etc., and a multivariate description of Ss, one can try the kind of quantitative case study advocated some years ago by Seibert and Snow (1965) and actually used in an exploratory way by Heckman (1967). Heckman combined program frame variables and a matrix of student ability variables to predict correctness of response on achievement items corresponding to each of 179 program frame sequences.…”

Section: Strategies For Quasi-representative Designmentioning

confidence: 99%