Set applied to student teaching.

Wittrock, M. C.

doi:10.1037/h0041505

Cited by 31 publications

(7 citation statements)

References 5 publications

(1 reference statement)

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“…Wittrock (1962) concluded that set operated on the behaviors of teacher candidates. Davis and Bowers (1961) reported that data that indicated training of future teachers in terms of specific kinds of learnings appeared to have positive effects.…”

Section: Task and Methods Variablesmentioning

confidence: 99%

Chapter IV: Psychological Forces Influencing Curriculum Decisions

Bowers¹

1963

Review of Educational Research

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WHAT ARE the psychological forces that influence curriculum decisions? The immediate and traditional response of many educators includes three areas related to the pupil: principles of learning, characteristics of physical growth and development, and personality factors. The inference customarily made is that possession of accurate information in each area would aid one in making valid decisions about the curriculum.However, other answers to this question are possible; and an alternative, although seemingly more complicated, was selected. In addition to the characteristics of learners and the learning process, psychological factors that influence curriculum decisions were considered to include the situational variables that are manipulated in the school environment to promote learning as well as the skills and the abilities that accrue to the learner as a result of education. This chapter will be concerned with recent research that gives informa tion about four areas: the characteristics of learners, the process of learn ing, the effects of different tasks and methods, and the definition of various skills and abilities that can be viewed as outcomes of school learning. It is intended that this chapter not only will direct attention to the already existing and extensive reviews of psychological research but also will evaluate some current research that appears promising. Moreover, it will suggest areas in which more research or a different approach appears appropriate. The distinction between social and psychological forces is arbitrary at times. Chapter III of this REVIEW is concerned with many of the forces that could be classified as psychological within the framework of an alternative organization.

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Section: Task and Methods Variablesmentioning

confidence: 99%

Chapter IV: Psychological Forces Influencing Curriculum Decisions

Bowers¹

1963

Review of Educational Research

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“…c. The stimulation arising from reinstatement of a specific set to achieve the to-be-learned behavior, the performance set. The importance of this component of the stimulus situation is suggested by research on "informing the learner of the learning objective" (Mager & McCann, 1962;Wittrock, 1962). The operation of the performance set is not yet well understood (Anderson, 1967, p. 130;Gagné, 1970, p. 307).…”

Section: The Stimulus Situation For Learningmentioning

confidence: 99%

1: Learning and Instructional Sequence

Gagné¹

1973

Review of Research in Education

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Anyone who undertakes to bring about learning of a particular sort finds himself arranging a set of stimulus conditions that act upon the learner. In the simplest of cases, these stimuli may need to be made to occur only during a single brief period of time in order for the desired learning to take place. Far more frequently, however, the expected learning requires a stimulus situation that extends over a period ranging from seconds to minutes, even when one is dealing with a single learning objective. Since such durations are involved, the question of sequence naturally arises with respect to the arrangement of conditions for learning. What conditions need to occur first, what next, and what last in order for effective learning to be assured?The problem of arranging sequences of learning conditions, or, in other words, sequences of instruction, continues to be a topic of considerable importance for those who design and carry out instruction. In empirical research, the topic of this review has been capably addressed by several previous writers, sometimes in part and sometimes comprehensively. Interest in research related to instructional sequence continues to be reasonably high, and a substantial number of reports of empirical investigations has appeared from 1967 to the present. STATEMENT OF THE PROBLEMBefore reviewing research studies and their results, it is necessary to make a somewhat detailed analysis of the problem of instructional sequence. This LEE S. SHULMAN, Michigan State University, was the editorial consultant for this chapter.

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“…Wittrock (1962) studied the effec tiveness of directions provided for the teacher. Wittrock (1962) studied the effec tiveness of directions provided for the teacher.…”

Section: External Inputs-conditions External To the Teachermentioning

confidence: 99%

“…In working with student teachers, Wittrock (1962) found that those who were told that their final course grades would depend on the amount of pupil gain in achievement produced actually did produce significantly more pupil gain than did a control group of student teachers who did not receive the set involving reward for pupil gain. Ryans (1960b) summarily reviewed the problem of the prediction of teacher effectiveness.…”

Section: Pupil Achievement and Learningmentioning

confidence: 99%

Chapter VII: Assessment of Teacher Behavior and Instruction

Ryans¹

1963

Review of Educational Research

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tTHERE HAS BEEN a large quantity of research reports dealing with teacher behavior during the five-year interval since the topic was last covered in the REVIEW. A wide range of variables has been investigated. An overview of the reports suggests that investigations have been piecemeal and fragmentary for the most part; only occasional attempts have been made to conduct coordinated programmatic research or to relate studies to some theoretical model.In the reviewer's opinion, several general trends are in evidence: 1. Research on teacher behavior appears to have improved in quality in recent years. The state of the art seems to have changed since 1952, when, in introductory remarks to the June issue of the REVIEW, "Teachers and Nonacademic Personnel," the present reviewer deplored the scarcity of well-designed research and the relative dearth of significant investigations. Although 10 years later poorly designed research continues to be reported, a larger proportion of the output seems to meet reasonable standards. Moreover, many of the studies deal with problems of basic importance. Assuming the validity of the reviewer's opinion that a change for the better has taken place, one is tempted to surmise the influences involved. It would be difficult to assess the reasons with any assurance; nevertheless, one does have the impression that generally more sophisticated researchers are being granted advanced degrees, that there is improved understanding of research design and methodology, and that more efforts are being extended toward relating empirical results to organized theoretical positions. Undoubtedly, one influence for improved research has issued from federal support through the Cooperative Research Program and the National Defense Education Act Title VII Program of the U.S. Office of Education.2. A second trend, which is undoubtedly related to the improvement in the quality of research, has been an increase in attention given to methodological problems. The criterion problem is no longer neglected as much as it was a few years ago; methods for observation and data collection have been refined and improved; and relatively sophisticated design and analysis techniques increasingly have been employed. 415 at Monash University on June 3, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCHVol. XXXIII, No. 4 3. A third general trend has been a lessening of attention to the topic of teacher effectiveness, which often has been elusive in its ramifications because of the incomparability of evaluative criteria. Instead, one may note an increase in attention to the fundamental problem of the description of teacher behavior and to the conditions with which various teacher behaviors are correlated. One serious impediment to the understanding of teacher behavior has been the frequent failure of researchers to recognize that before progress can be made in any field of science there must be a long period of investigation devoted to (a) the identification of the elements or components that make up the ph...

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Set applied to student teaching.

Cited by 31 publications

References 5 publications

Chapter IV: Psychological Forces Influencing Curriculum Decisions

Chapter IV: Psychological Forces Influencing Curriculum Decisions

1: Learning and Instructional Sequence

Chapter VII: Assessment of Teacher Behavior and Instruction

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