The Teaching--Learning Process in Elementary Schools: A Synoptic View

Harnischfeger, Annegret; Wiley, David E.

doi:10.2307/1179539

Cited by 76 publications

(35 citation statements)

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“…Findings from this study regarding teacher allocation of time to various teaching responsibilities support other studies which conclude that teacher allocations of time vary significantly from classroom to classroom due to teacher skill in handling classroom management problems, (Berliner, 1982;Karweit, 1988;Harnischfeger & Wiley, 1976). Teachers who allocate more time to classroom management have less time to allocate to other teaching areas.…”

Section: Discussionsupporting

confidence: 77%

Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time

Flad¹

2000

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Section: Discussionsupporting

confidence: 77%

Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time

Flad¹

2000

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“…Attempts to develop a model of school learning which employs a small number of simplifying concepts, and from which testable hypotheses can be drawn, have been made by Carroll (1963), Harnischfeger and Wiley (1975), and Bennett (1978). A basic assumption of these models seems to be that teaching behaviour does not directly influence a child's achievement.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Style and Advance Organizers in Learning and Retention

Satterly

Telfer

1979

Brit J of Edu Psychol

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Summary.— The interaction of field independence and advance organizer in learning and retention was studied in 96 boys and 84 girls aged 14–15 years. Field independence was stratified into three levels and pupils randomly assigned to twelve teaching groups, followed by random allocation of teachers to groups and groups to one of three treatments (lessons; lessons plus advance organizer; lessons plus advance organizer plus specific reference to its organizing properties). Two lessons on meaning, analysis, and construction of words were taught and the groups compared in recall and transfer. Four‐way analysis of variance gave significant differences between cognitive styles in recall and transfer and between learning and retention. Residual estimates of learning were obtained and a significant interaction of style with treatment observed. Field dependent pupils achieved greatest gains where the organizer was used with specific reference to its organizing properties.

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“…La première réponse à cette insuffisance fut introduite par l'approche des « processus-médiateurs » que l'on retrouve chez Berliner (1976), Rothkopf (1970Rothkopf ( , 1976 et Harnischfeger et Wiley (1976). Ce paradigme modélise les « processus implicites qui s'interposent entre les stimuli pédagogiques et les résultats de l'apprentissage » (Doyle 1986).…”

Section: L'évolution Des Paradigmes Explicatifsunclassified

Expliquer les pratiques d’enseignement-apprentissage : un bilan épistémologique

Sarremejane

Lémonie

2011

mje

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Cet article se propose de réaliser un bilan des paradigmes explicatifs ayant pour objet la pratique d’enseignement-apprentissage. Ces paradigmes sont des indicateurs de l’évolution des positions épistémologiques depuis les années 60. Des problématiques dominantes définissent des tendances dont la communauté des chercheurs pourrait tirer des enseignements pour l’avenir.This article aims to assess explanatory paradigms prevalent in current teaching and learning pratice. These paradigms are indicators of the evolution of the various epistemological positions that have emerged since the 1960s. We argue that the research community could take avantage of these dominant problematics in the future

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The Teaching--Learning Process in Elementary Schools: A Synoptic View

Cited by 76 publications

References 0 publications

Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time

Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time

Cognitive Style and Advance Organizers in Learning and Retention

Expliquer les pratiques d’enseignement-apprentissage : un bilan épistémologique

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