WorldCat Identities

Michigan State University Institute for Research on Teaching

Overview
Works: 235 works in 531 publications in 1 language and 8,474 library holdings
Genres: Case studies 
Roles: Editor
Classifications: LB1028, 371.1024
Publication Timeline
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Most widely held works by Michigan State University
Teaching knowledge : the lights that teachers live by by Margret Buchmann( Book )

3 editions published between 1986 and 1990 in English and held by 76 WorldCat member libraries worldwide

Classroom task environments and students' task-related beliefs( Book )

3 editions published between 1987 and 1990 in English and held by 76 WorldCat member libraries worldwide

Using textbooks and teachers' guides : what beginning elementary teachers learn and what they need to know by Deborah Loewenberg Ball( Book )

2 editions published between 1986 and 1988 in English and held by 74 WorldCat member libraries worldwide

Collaborating with teachers on research : pioneering efforts at the Institute for Research on Teaching by Andrew C Porter( Book )

3 editions published between 1986 and 1990 in English and held by 74 WorldCat member libraries worldwide

Curriculum materials, teacher talk, and student learning : case studies in fifth-grade science teaching by Kathleen J Roth( Book )

3 editions published between 1986 and 1988 in English and held by 74 WorldCat member libraries worldwide

A curriculum out of balance : the case of elementary school mathematics by Andrew C Porter( Book )

3 editions published between 1988 and 1990 in English and held by 73 WorldCat member libraries worldwide

Rationale and strategies for American sign language intervention by David Alan Stewart( Book )

1 edition published in 1989 in English and held by 73 WorldCat member libraries worldwide

Activities as instructional tools : a framework for analysis and evaluation by Jere E Brophy( Book )

1 edition published in 1990 in English and held by 73 WorldCat member libraries worldwide

Socializing student motivation to learn by Jere E Brophy( Book )

3 editions published between 1986 and 1988 in English and held by 71 WorldCat member libraries worldwide

Influence of pupils' gender, race, ability, and behavior on prospective and experienced teachers' judgments about appropriate feedback by Susan L Melnick( Book )

3 editions published between 1986 and 1989 in English and held by 71 WorldCat member libraries worldwide

Alternative perspectives of reading/writing connections by Sarah J McCarthey( Book )

1 edition published in 1989 in English and held by 71 WorldCat member libraries worldwide

On motivating students by Jere E Brophy( Book )

4 editions published between 1986 and 1989 in English and held by 71 WorldCat member libraries worldwide

The school day and content commitments by Margret Buchmann( Book )

3 editions published in 1981 in English and held by 68 WorldCat member libraries worldwide

Judgments on content emphasis reflect on the commitments that teachers have to course content, their attitudes toward teaching certain areas of the curriculum, and teacher's assessment of their own competence in teaching these areas. Three questions were considered: (1) What relationship, if any, is there between an internal factor and the actual choices teachers make with regard to time and content?; (2) What is the content profile for the whole day, given certain response levels on internal factors?; And (3) If time allocations in the school day affect each other, are there consistent trade-off patterns between content areas? Six elementary classrooms were observed and questionnaires administered to the teachers. The findings show clear and interesting patterns of association among (subject matter specific) variables such as attitude and competence and time allocations in the school day. (Authors/JD)
The high-school curriculum : it does make a difference by William H Schmidt( Book )

4 editions published in 1981 in English and held by 68 WorldCat member libraries worldwide

The question examined in this paper is whether variability in the quantity of schooling students receive in different curricular areas is a contributor to observed differences in achievement not only among students attending different high schools, but among students in the same high school. A conceptual framework enumerates the determinants of achievement, including school and community characteristics, student background, and quantity of schooling in the specific curricular areas of mathematics, English, foreign language, fine arts, social studies, and science. The sample used was 9,195 high school seniors in 725 schools taken from the National Longitudinal Study of the High School Class of 1972, a nationally representative probability sample of high school seniors. The results suggest that quantity of schooling has a positive effect on academic achievement. The more the achievement is school-related, the larger is the resulting effect of the quantity of schooling. This was especially true for mathematics. Quantity of schooling also had positive effects on achievement in science and English; less clear results were found in the areas of vocabulary and reading comprehension, although quantity of schooling did continue to have a positive effect on achievement. (Author/MLF)
Student conceptions of natural selection and its roles in evolution by Beth A Bishop( Book )

3 editions published between 1986 and 1988 in English and held by 68 WorldCat member libraries worldwide

Student responses to classroom instruction by Linda M Anderson( Book )

3 editions published in 1981 in English and held by 68 WorldCat member libraries worldwide

Research on teacher effectiveness addresses questions about how teachers bring about desirable student outcomes. Until recently, most research has focused on long-term outcomes, such as achievement gains over one year. Short-term outcomes--students' immediate responses to instruction--are also important. Four categories of short-term student outcomes that may be observed by teachers are attention, initiative, success, and understanding of how and why to do classroom work. For each category, research has suggested ways to encourage and sustain immediate student responses that support learning. Two principles underlie the suggestions. First, teachers must remain aware of student responses by creating work contacts with all the students frequently and on a regular basis. The second principle reflected in many of the suggestions is that teachers can help students learn how to respond to instruction by arranging the classroom environment to make attention and initiative more likely and by teaching students how and when to attend, seek help, and apply certain strategies for understanding instruction and performing work. A list of references is appended. (Author/JD)
The effects of teaching styles on motor performance, self-concept, and social skill development by Michael Goldberger( Book )

3 editions published in 1980 in English and held by 68 WorldCat member libraries worldwide

The effects of three teaching styles in Mosston's Spectrum of Teaching Styles were examined in terms of the motor skill acquisition and social skill development of 96 randomly selected fifth grade students, who were taught a hockey accuracy task. Performance data were collected prior to, midway through, and following training and were analyzed: (1) within treatment groups to determine if learning was evident; and (2) across treatment groups to examine the relative effectiveness of the three styles. Social skill patterns were obtained by observing learner-to-learner verbal interactions in which dyads of learners were asked to "help" each other learn the task. All three groups learned the task comparably well. It can be concluded that the three styles are all effective in facilitating learning on the type of algorithmic psychomotor task studied. Style c, in which learners work in dyads, one performing the task while being provided with feedback by the other, was found not only to produce comparable task learning, but also to enhance significantly social skill development. (Author/FG)
Recent research on teaching by Jere E Brophy( Book )

3 editions published in 1980 in English and held by 67 WorldCat member libraries worldwide

This paper reviews highlights of research on teaching conducted in the 1970s, discusses current trends, and considers accomplishments likely to be forthcoming in the 1980s. The latter include better attention to context in collecting classroom data and qualifying its probable generalizability, more and better measurement of progress toward affective outcomes of instruction (in addition to continued attention to cognitive outcomes), development of explanations for process-process and process-outcome linkages presently recognized but not fully understood, and better integration of research on teaching with research on learning. (Author)
Principles of small-group instruction in elementary reading by Linda M Anderson( Book )

5 editions published in 1982 in English and held by 63 WorldCat member libraries worldwide

Teacher behavior and student achievement by Jere E Brophy( Book )

4 editions published in 1984 in English and held by 55 WorldCat member libraries worldwide

 
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Alternative Names
Institute for Research on Teaching

Michigan State University College of Education Institute for Research on Teaching

Michigan State University East Lansing, Mich Institute for Research on Teaching

Languages
English (58)