WorldCat Identities

Michigan State University Institute for Research on Teaching

Overview
Works: 237 works in 669 publications in 1 language and 9,129 library holdings
Genres: Case studies 
Roles: Editor
Publication Timeline
.
Most widely held works about Michigan State University
 
Most widely held works by Michigan State University
Principles of small-group instruction in elementary reading by Linda M Anderson( Book )

6 editions published in 1982 in English and held by 82 WorldCat member libraries worldwide

Teaching knowledge : the lights that teachers live by by Margret Buchmann( Book )

4 editions published between 1986 and 1990 in English and held by 81 WorldCat member libraries worldwide

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

4 editions published between 1986 and 1988 in English and held by 81 WorldCat member libraries worldwide

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

4 editions published between 1987 and 1990 in English and held by 81 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 )

3 editions published between 1986 and 1988 in English and held by 79 WorldCat member libraries worldwide

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

4 editions published between 1986 and 1990 in English and held by 79 WorldCat member libraries worldwide

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

4 editions published between 1988 and 1990 in English and held by 78 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 76 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 76 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 )

4 editions published between 1986 and 1989 in English and held by 76 WorldCat member libraries worldwide

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

4 editions published between 1986 and 1988 in English and held by 75 WorldCat member libraries worldwide

On motivating students by Jere E Brophy( Book )

5 editions published between 1986 and 1989 in English and held by 75 WorldCat member libraries worldwide

Student conceptions of natural selection and its roles in evolution by Beth A Bishop( Book )

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

The effects of teaching styles on motor performance, self-concept, and social skill development by Michael Goldberger( Book )

4 editions published in 1980 in English and held by 74 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)
Teacher effectiveness research : implications for the reading profession by Gerald G Duffy( Book )

4 editions published in 1981 in English and held by 73 WorldCat member libraries worldwide

Designed to create a foundation for collaboration between research on teaching and research on reading, this critical review of teacher effectiveness first provides a historical perspective as a means for creating a "common ground" between the two fields. Teacher effectiveness findings are then presented in two major categories. The first examines direct instruction, classroom management, and psychological conditions as these contribute to opportunity to learn. The second examines the research on teacher planning and teacher decision making as these illustrate the prevalence of technical teacher behavior. Implications for the reading profession are presented in terms of teacher education, reading research, and possible cooperative ventures between research on reading and research on teaching. The prevalent theme throughout the review is the need for both reading and teaching research to begin looking beyond opportunity to learn and technical teacher behavior to examine the qualitative dimensions of teacher effectiveness. (Author)
The school day and content commitments by Margret Buchmann( Book )

4 editions published in 1981 in English and held by 73 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)
Student responses to classroom instruction by Linda M Anderson( Book )

4 editions published in 1981 in English and held by 73 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)
Teacher behavior and student achievement by Jere E Brophy( Book )

5 editions published in 1984 in English and held by 73 WorldCat member libraries worldwide

Student responses to seatwork : implications for the study of students' cognitive processing by Linda M Anderson( Book )

4 editions published in 1981 in English and held by 72 WorldCat member libraries worldwide

In eight Title I classrooms 32 first grade students were observed as they completed reading and writing assignments without continuous teacher supervision. Observations focused on the students' immediate responses, such as attention, performance on the assignment, and reported understanding of the task. Two working hypotheses are presented about the nature of the students' cognitive processing while doing these unsupervised assignments. (1) Many students attend more closely to content coverage than to content mastery, perhaps because of teachers' emphasis on procedural directions and lack of emphasis on content-related purposes of the assignments. (2) Emphasis on content coverage in combination with difficult assignments may create a condition in which low achievers develop strategies to complete work without developing strategies that help them make sense of their work. Further data analysis is being conducted to test these two hypotheses. (Author/DB)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.54 (from 0.48 for Teaching k ... to 0.99 for Jere Broph ...)

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 (75)