Perceived Teaching Styles

Adams, Raymond S.

doi:10.1086/445449

Cited by 17 publications

(9 citation statements)

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“…Initially a Teacher Opinions Scale (A.S.E.P., 1973) and a Teaching Practices Questionnaire (Adams, 1970) were administered to a random sample of 68 teachers, 73 students undertaking the post-graduate diploma in education and 16 A.S.E.P. staff members.…”

Section: Methodsmentioning

confidence: 99%

A Study of the Effects of Teaching Strategies in A.S.E.P. Classrooms

Tisher¹,

Power²

1975

Australian Journal of Education

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This paper reports the results of two experimental studies of teaching in A.S.E.P. classrooms. Initially, two instruments designed to measure teacher educational values were administered to 157 persons. Six teachers and 15 science Diploma in Education students representing the major value orientations identified were selected for the experimental studies. Half the experienced teachers received inservice training and half did not. The data indicate that training in the use of the materials was beneficial. particularly for teachers whose values are dissonant to those embodied in the new curriculum. Classes of the diplomates were assigned to three treatments which differed in the degree to which activities were structured by the teacher and the materials. The relationships found in this study were complex, but do indicate that additional structuring by the teacher can be advantageous while too great a divergence from the curriculum guide is likely to lead to lower achievement.

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Section: Methodsmentioning

confidence: 99%

A Study of the Effects of Teaching Strategies in A.S.E.P. Classrooms

Tisher¹,

Power²

1975

Australian Journal of Education

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show abstract

“…Initially a Teacher Opinions Scale (ASEP, 1973) and a Teaching Practices Questionnaire (Adams, 1970) were administered to a random sample of 68 teachers, 73 students undertakmg the postgraduate Diploma in Education, and 16 ASEP staff members. The data from these questionnaires were analyzed by using a principal components procedure followed by a vaimax rotation to establish value dimensions, and the results were then used to establish clusters of individuals.…”

Section: Me Thodologymentioning

confidence: 99%

Relationships between classroom behavior and instructional outcomes in an individualized science program

Power

Tisher

1976

J Res Sci Teach

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IntroductionOne feature of previous research on teaching is that the vast majority of studies have been conducted in a more formal setting in which the teacher is the dominant actor. Rosenshine and Furst (1971) believe this research to be "chaotic, unorganized and selfserving." They argue that curriculum packages should be used more extensively in descriptive, correlational, and experimental studies of teaching because such packages offer some degree of control over the teaching -learning situation. With the increased availability of self-paced or "individualized" science curricula such as the Australian Science Education Project (ASEP) and ISCS, the need for systematic studies of teaching in classes using self-paced materials becomes even more pressing. At this point, we can only speculate about the nature and effects of different patterns of teacher and student behavior in "individualized" classroom settings. In this study, an attempt was made to (a) describe the nature of teacher-pupil-materials interactions occurring in classrooms using Australian Science Education Project (ASEP) materials, and (b) study relationships between these interaction patterns, changes in student achievement, and attitudes toward science in classes taught by teachers whose educational values, experience, and training differed. Theoretical RationaleTheoretical positions (Bennis, 1966;Giaquinta, 1973) regarding the process of innovation in school systems would lead one to anticipate widespread adoption of State-supported, self-paced science curriculum materials in Australian schools, and for such a material-based innovation to retain substantial integrity of original meaning when used by teachers in different situations. Self-paced materials demand that the classroom game be played a particular way; students are constrained to work independently at their own pace through a more or less structured and sequenced set of experiments and activities, and the teacher is constrained to act as manager of materials and groups and as a guide and resource person. However, as Rogers and Shoemaker (1971) point out in their review of diffusion studies, the 489

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“…The major exception has been the study of "Teacher Role in Four English Speaking Countries" which was directed by Biddle, and which has been reported by several of the associates (Adams, 1970;Biddle, 1970;Fraser, 1970;Holmes, 1970;Jones, 1970;Marlin and Biddle, 1970;Terry and Campbell, 1970). The major exception has been the study of "Teacher Role in Four English Speaking Countries" which was directed by Biddle, and which has been reported by several of the associates (Adams, 1970;Biddle, 1970;Fraser, 1970;Holmes, 1970;Jones, 1970;Marlin and Biddle, 1970;Terry and Campbell, 1970).…”

Section: The Teacher's View O[ Teaching As It Ismentioning

confidence: 99%

“…After a rank ordering of the 21 items involved in the study of perceived teaching styles, Adams (1970) concluded: After a rank ordering of the 21 items involved in the study of perceived teaching styles, Adams (1970) concluded:…”

Section: The Teacher's View O[ Teaching As It Ismentioning

confidence: 99%

The teacher's view of teaching behavior

Campbell

1972

Int Rev Educ

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Perceived Teaching Styles

Cited by 17 publications

References 0 publications

A Study of the Effects of Teaching Strategies in A.S.E.P. Classrooms

A Study of the Effects of Teaching Strategies in A.S.E.P. Classrooms

Relationships between classroom behavior and instructional outcomes in an individualized science program

The teacher's view of teaching behavior

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