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A Conception of Teaching:

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Bibliographische Detailangaben
Beteilige Person:	Gage, Nathaniel L. 1917-2008 (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Berlin Springer 2009
Schlagwörter:	Lehren Unterrichtstheorie Unterrichtsforschung
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016552929&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	XIX, 174 S.
ISBN:	9780387094458 9780387094465 9780387849317

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Datensatz im Suchindex

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adam_text	Contents Tribute.............................................................................................................. vii Preface .............................................................................................................. xi Acknowledgments ........................................................................................... xiii 1 An Agenda ................................................................................................. 1 Choices Among Alternative ....................................................................... 2 A Theory of Teaching Rather than Instruction .................................... 2 A Theory of Teaching That is Both Descriptive and Prescriptive ....... 3 A Conception of Teaching for Both Cognitive and Affective Objectives of Education ................................................ 4 A Broadly Valid, Rather than Specifically Valid, Theory .................... 4 A Theory of Teaching Actions and Teacher Characteristics ................ 6 A Theory of Classroom Teaching Rather Than Any of the Challenges to Classroom Teaching ............................................ 6 An Overview of Chapters 2-9................................................................... 7 Chapter 2.............................................................................................. 7 Chapters .............................................................................................. 7 Chapter 4.............................................................................................. 8 Chapters .............................................................................................. 8 Chapter 6.............................................................................................. 9 Chapter 7.............................................................................................. 9 Chapters .............................................................................................. 9 Chapter 9.............................................................................................. 10 2 The Desirability and Possibility of a Theory of Teaching ..................... 11 Experimental Main Effects ........................................................................ 13 A Major Review of Experimental Studies ................................................. 13 Evaluating the Magnitude of Main Effects ................................................ 14 But, Is Human Teaching Moribund? .......................................................... 20 Conceptions of Theory ............................................................................... 21 Must Scientific Research Be Theory-Driven? ........................................... 23 xvi Contents The Prior-Theory-is-Indispensable Position ........................................ 24 The Prior -Theory-is -Not-Indispensable Position ............................... 24 Implicit Guiding Theories .................................................................... 25 Karl Popper s Resolution of the Issue ........................................................ 30 An Empirical Approach to Controversies About Scientific Method ......... 30 The Faust-Meehl Proposal ................................................................... 31 Empirical Consensus in Defining Science ........................................... 31 Theory as the Outcome of Research .......................................................... 32 The Neglect of Theory in Educational Research ................................. 32 Calls for Theory in Educational Research ........................................... 33 Carroll s Model of School Learning .................................................... 34 Questionings of the Value of Theory ......................................................... 35 B. F. Skinner s Position on Theory ...................................................... 35 Levels of Theory .................................................................................. 36 Positions Against Theory ..................................................................... 37 Knowledge Outcome and Knowledge Use ................................................ 39 For Knowledge Producers .................................................................... 39 For Knowledge Users ........................................................................... 39 3 The Evolution of a Paradigm for the Study of Teaching ....................... 41 Evolution of the Paradigm ......................................................................... 42 The Process-Achievement Paradigm ................................................... 42 The Criterion-of-Teacher-Effectiveness Paradigm .............................. 42 Context Variables ................................................................................. 43 The Teacher s-Thought-Processes Category .............................................. 44 The Student s Thought Processes Category ............................................... 46 The Variables in the Categories ................................................................. 47 The Presage Category .......................................................................... 47 The Context Category .......................................................................... 48 The Teacher s Thought Processes Category ........................................ 48 The Variables in the Process <-> Content of Teaching Category .......... 49 The Student s Thought Processes Category ......................................... 50 The Student Achievement Category .................................................... 50 The Change from Process to Process <-> Content ............................... 51 On the Process Side ............................................................................. 52 On the Content Side ............................................................................. 52 Relationships between All Possible Pairs .................................................. 54 A Paradigm for the Study of Teaching ....................................................... 54 Two-way Relationships Between Pairs of Categories .......................... 55 Ways of Describing the Process of Teaching ............................................. 56 Intra-Category Relationships ............................................................... 58 Inter-Category Relationships ............................................................... 58 Multivariate Relationships ................................................................... 58 Instructional alignment ........................................................................ 59 Contents xvii 4 A Conception of the Process of Teaching ................................................ 61 Models of the Process of Teaching ............................................................ 62 Two Categories of Models ......................................................................... 62 Progressive-Discovery-Constructivist Teaching ................................. 63 Conventional-Direct-Recitation Teaching .......................................... 66 Empirical Studies of the Process of Teaching ............................................ 68 A Historical Study ................................................................................ 69 Observational Studies .......................................................................... 69 Similarity of the Bellack Model to Computer-Assisted Instruction Frames ............................................................................... 74 The Generalizability of the CDR Model .................................................... 75 CDR Teaching Across Nations ............................................................ 75 CDR Teaching Across Subject Matters ............................................... 76 The Reader s Memory .......................................................................... 77 Present Status of the Search for the Prevalent Model of Teaching ............ 77 Reasons for Suspending Judgment ...................................................... 78 Present Conclusion as a Conjecture ..................................................... 79 Why the Persistence of CDR Teaching? .................................................... 79 Is Progressive Education Still Around? ..................................................... 83 5 A Conception of the Content of Teaching ............................................... 85 The Neglect of Content in Process-Product Research on Teaching .......... 85 The Garrison-Macmillan Critiques ..................................................... 86 Content Variation ....................................................................................... 88 Instructional Alignment ............................................................................. 88 Approaches to Instructional Alignment ............................................... 89 Instructional Alignment Summarized .................................................. 91 Methods of Studying Instructional Alignment .................................... 91 Categorizations of Content ........................................................................ 96 Taxonomies .......................................................................................... 97 Bloom s Taxonomy .............................................................................. 97 The Anderson-Kramwohl Taxonomy for Learning, Teaching, and Assessment .................................................................................... 98 Types of Knowledge ............................................................................ 98 6 Conceptions of Students Cognitive Capabilities and Motivation ........ 101 Two Components of Cognitive Capabilities .............................................. 101 Intelligence ........................................................................................... 101 Prior Knowledge .................................................................................. 102 Adjusting Teaching to Students Cognitive Capabilities ........................... 103 Early Cognitive Capabilities ................................................................ 104 Cognitive Capabilities and Teaching Processes ................................... 104 xviii Contents Simplifying .......................................................................................... 105 Reducing Cognitive Load .................................................................... 106 A Clinical Approach .................................................................................. 106 Tutoring ................................................................................................ 107 Teaching with Multiple Intelligences ......................................................... 107 Soliciting for Multiple Intelligences .................................................... 109 Responding and Reacting for Multiple Intelligences ........................... 109 A Conception of Student Motivation ......................................................... 109 Behavioristic Approaches .................................................................... 110 Cognitive Approaches .......................................................................... Ill 7 A Conception of Classroom Management .............................................. 113 Poverty ....................................................................................................... 113 Poverty and the Superintendency ............................................................... 116 Classroom Management in General ........................................................... 116 Instructional Time ................................................................................ 117 Studying Students Thought Processes ................................................ 118 Categories of Instructional Time .......................................................... 119 Classroom Management in Elementary Schools ....................................... 120 Classroom Management in Secondary Schools ......................................... 120 Avoiding Biases toward Students ............................................................... 121 8 Integrating the Conceptions ..................................................................... 123 Sub-Theories .............................................................................................. 123 An Illustrative Theory Consisting of Sub-Theories ............................. 124 Scheme of Presentation of Sub-Theories ............................................. 125 Sub-Theories of the Process of Teaching ................................................... 125 Sub-Theories of Structuring ................................................................. 125 Functions of Structuring ...................................................................... 126 Structuring as Lecturing ....................................................................... 128 The Communicability to Teachers of Comprehensibility-Affecting Actions ................................................................................................. 132 Sub-Theories of Soliciting ................................................................... 134 Sub-Theories of Responding and Reacting .......................................... 140 Sub-Theories of the Content of Teaching .................................................. 141 Instructional Alignment ....................................................................... 141 The Teacher s Choice of Content ......................................................... 142 Sub-Theories of Students Cognitive Capabilities and Motivation ........... 144 A Sub-Theory of Classroom Management ................................................ 145 Integrating the Sub-Theories ...................................................................... 146 The Culmination: Using the Theory .......................................................... 148 Contents xix References ........................................................................................................ 151 Author Index.................................................................................................... 165 Subject Index ................................................................................................... 171
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spellingShingle	Gage, Nathaniel L. 1917-2008 A Conception of Teaching Lehren (DE-588)4136714-5 gnd Unterrichtstheorie (DE-588)4136715-7 gnd Unterrichtsforschung (DE-588)4135175-7 gnd
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title	A Conception of Teaching
title_auth	A Conception of Teaching
title_exact_search	A Conception of Teaching
title_full	A Conception of Teaching Nathaniel L. Gage
title_fullStr	A Conception of Teaching Nathaniel L. Gage
title_full_unstemmed	A Conception of Teaching Nathaniel L. Gage
title_short	A Conception of Teaching
title_sort	a conception of teaching
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