Protocol Materials as a Tool for Changing Teacher Behavior

Borg, Walter R.; Stone, David R.

doi:10.1080/00220973.1974.10806301

Cited by 11 publications

(3 citation statements)

References 2 publications

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“…Whether these differences are a reflection of skilful or effective teaching, or a reflection of teacher socialisation or institutional constraints, is a matter of interpretation and value judgment, but there is a growing amount of evidence to suggest a developmental pattern. Evidence that the learning of cognitive discriminations can facilitate changes in teaching behaviour (Wagner, 1972;Borg & Stone, 1974) and the development of cognitive interpretations of teaching (McLeod & Mclntyre, 1977), point towards research on teachers' classroom decision-making potentially serving the function of describing teaching activity at a cognitive level, thus making available the means by which teachers can analyse, compare and modify their own teaching. Consequently psychological approaches to research on teacher's classroom decision-making will no doubt be ultimately evaluated in terms of their effectiveness in helping teachers to teach Correspondence: Dr James Calderhead, Department of Educational Research, University of Lancaster, Bailrigg, Lancaster LA1 4YL, England.…”

Section: Discussionmentioning

confidence: 99%

A Psychological Approach to Research on Teachers' Classroom Decision‐making

Calderhead

1981

British Educational Res J

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A number of different approaches to research on teachers' classroom decision‐making have developed over recent years. This paper outlines a psychological approach, and points out that several exploratory studies of teachers' thoughts and decision‐making indicate that, in the classroom, teachers rarely make decisions in the sense of making choices amongst alternatives at all. It would appear instead that they respond in a rule‐fashioned manner to particular configurations of cues, many of which concern attributes of their pupils. In addition, decision‐making research suggests that several commonly found classroom interaction patterns serve managerial, as opposed to instructional, functions. Whether this is due to inadequacies of the research methods and research designs employed or to the very nature of teaching is problematic. However, differences found between experienced and probationer teachers in both cognitive and behavioural variables would suggest that decision‐making research may make a useful contribution to teacher training.

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Section: Discussionmentioning

confidence: 99%

A Psychological Approach to Research on Teachers' Classroom Decision‐making

Calderhead

1981

British Educational Res J

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“…A second level of evidence would show differences in teacher behaviour resulting from teacher exposure to protocol materials. In 1975 it appeared that only one investigation had been made on this level, namely by Borg and Stone (1974). It showed that the use of protocol materials results in favourable changes in teacher behaviour.…”

Section: Effectiveness Of Protocol Materialsmentioning

confidence: 91%

The use of protocol materials as an evaluation instrument

Verloop¹,

Hendriks²

1979

Revue A T E E Journal

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“…Though no formal study of the effectiveness of Dubin's materials for ESL teacher education has been conducted, studies of the effectiveness of protocol materials in general are perhaps relevant (see, for example, Borg andStone 1974 andBorg 1975). According to Orlosky (1980:276):…”

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confidence: 99%