WorldCat Identities

Michigan State University Institute for Research on Teaching

Overview
Works: 244 works in 669 publications in 1 language and 9,206 library holdings
Genres: Case studies 
Roles: Editor, Other
Publication Timeline
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Most widely held works about Michigan State University
 
Most widely held works by Michigan State University
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

In this paper, the verbal interaction strategies and explanation behaviors of three fifth-grade teachers teaching science units are used to illustrate relationships among curriculum materials, teacher talk, and student learning. Experimental studies with these and other teachers indicate that, if teachers become more sensitive to their students' thinking and need for conceptual change and modify their verbal instruction accordingly, student understanding and learning of science can be improved. Textbooks and other curriculum materials can either help or hinder this process. (Author)
Classroom task environments and students' task-related beliefs( Book )

4 editions published between 1987 and 1990 in English and held by 80 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 80 WorldCat member libraries worldwide

This paper introduces four categories of knowledge: "the folkways of teaching, ""local mores, ""private views," and "teaching expertise." The folkways of teaching describe "teaching as usual," learned and practiced in the half-conscious way in which people go about their everyday lives. Local mores constitute teaching knowledge held and used like the folkways and mostly based on them, yet local mores are more variable and likely to be articulated as maxims or missions. Teachers' private views are personally compelling, arising from the peculiar experiences, feelings, and characteristics of individuals. What marks off teaching expertise from the folkways, local mores, and private views is less what associated knowledge is about than how it is held and used. Although it can build on the folkways, teaching expertise goes beyond their mastery or skilled performance by including (a) judgments of appropriateness, testing of consequences, and considerations of ends rather than means, and (b) less typical modes of practice, such as explanation, discussion, and the deliberate management of value dilemmas. This paper analyzes, in detail, the "folkways of teaching," arguing that they are known by acquaintance, through participation, and as common sense. (Author/JD)
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 78 WorldCat member libraries worldwide

This paper reports on the characteristics of one specific form of collaborative research: that was developed by faculty from research institutions of higher education collaborating with teachers in k-12 schools on the conduct of research on teaching. Eighteen teachers have participated in this research with faculty from Michigan State University under the direction of the Institute for Research on Teaching (irt). Typically, teachers teach in the morning and are with irt in the afternoon. Research time is paid for by the irt to the school district, including benefits. The contributions teachers make to a research program change and improve as they become familiar with research agendas and requirements. Teachers have defined research programs in the areas of: (1) classroom strategies; (2) integrating the teaching of language arts into the teaching of other subjects; (3) the design of empirical investigations; (4) the staying power of changes in teaching practice; and (5) replication of work across many school settings. A description is given of how the teachers and faculty members work together and their perceptions of the benefits of the work. The costs of collaborative research, both institutional and personal, are also discussed. Brief descriptions are given of alternative forms of collaborative arrangements to illustrate the concept's breadth and potential power. (Jd)
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 78 WorldCat member libraries worldwide

Based on data from a longitudinal study of preservice teacher education conducted at a large midwestern university, this paper describes and appraises what prospective elementary teachers in two different teacher preparation programs were taught about textbooks, what they learned, and what they did with these lessons during student teaching. It is suggested that, rather than telling novices not to "teach by the book," teacher educators need to consider contextual constraints and the limits of beginners' knowledge and skills and teach beginning elementary teachers how to learn from using published curricular materials. These issues are explored by addressing four questions: (1) What did the teacher education programs convey about textbooks, planning, and curricular decision making? (2) What did the prospective teachers come to believe about the use of textbooks, about planning, and curricular decision making? (3) What did the student teachers do with textbooks and teachers' guides during student teaching? and (4) What should preservice elementary teacher education programs teach beginning teachers about textbooks and their role in planning and teaching? (Author/JD)
Principles of small-group instruction in elementary reading by Linda M Anderson( Book )

4 editions published in 1982 in English and held by 77 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 77 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 77 WorldCat member libraries worldwide

When student achievement lags expectations, explanations are usually sought. One possibility is that the curriculum, as taught, is out of line with what is needed, and many feel that careful descriptions of the implemented curriculum are in short supply. Elementary school mathematics is used as a context for considering what can be learned from careful descriptions of classroom content and in what ways evaluating curricula and setting educational standards require exercising value judgments that extend beyond what is known empirically. Elementary school mathematics can be characterized as instruction, where large numbers of mathematics topics are taught for exposure with no expectation of student mastery, where much of what is taught in one grade is taught again in the next, where skills typically receive ten times the emphasis given to either conceptual understanding or application, and where, depending upon the accidents of school and teacher assignment, the amount of mathematics instruction a student receives may be doubled or halved. While generally consistent with current curriculum policies, these attributes of the curriculum are seen as highly problematic in this document. (PK)
Socializing student motivation to learn by Jere E Brophy( Book )

4 editions published between 1986 and 1988 in English and held by 76 WorldCat member libraries worldwide

On motivating students by Jere E Brophy( Book )

5 editions published between 1986 and 1989 in English and held by 76 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 75 WorldCat member libraries worldwide

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

5 editions published in 1984 in English and held by 75 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

Issues relating to the design, selection, and evaluation of learning activities have been relatively neglected in educational research and scholarship. This paper identified some fundamental questions in need of scholarly attention, reviews recent research findings, and then offers a conceptual analysis and a tentative list of principles that might be used as a tool for designing, selecting, or assessing activities. (Author)
Conversation and narrative in collaborative research by Susan Florio-Ruane( Book )

4 editions published between 1986 and 1989 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

Instructional leadership at the district level : a closer look at autonomy and control by Robert E Floden( Book )

4 editions published between 1987 and 1989 in English and held by 72 WorldCat member libraries worldwide

The future of academic content reforms relies on the relationship between policies and the decisions of teachers. Because the agreement of teachers with district policies is congruent with teacher autonomy, the dichotomy of district control and teacher autonomy is invalid. Districts execute instructional leadership by providing teacher autonomy or by persuading teachers of the benefits of their decisions. A survey regarding district influence on teachers' content decisions in fourth-grade mathematics was administered in five states in spring 1982. In each state, between 20 and 30 districts were selected. The overall response rate was 63 percent. The survey responses revealed that none of the districts encouraged teacher autonomy; objectives and testing programs were the most often used policies; there were no clusters of policies; most districts opposed the use of power; the topic emphasis and the content policies were consistent; and there was no indication of contradictory demands on teachers. The three elements of district instructional leadership include establishing goals; communicating these goals to teachers with consistency, specificity, and with all available means; and obtaining teacher support through persuasion. District policies have authority if teachers are persuaded of their advantages. Included are 10 tables, 7 footnotes, and 32 references. (RG)
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 72 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)
Alternative perspectives of reading/writing connections by Sarah J McCarthey( Book )

1 edition published in 1989 in English and held by 72 WorldCat member libraries worldwide

Teacher effectiveness research : implications for the reading profession by Gerald G Duffy( Book )

4 editions published in 1981 in English and held by 72 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)
Selecting instructional activities : a policy-capturing analysis by Robert J Yinger( Book )

5 editions published in 1981 in English and held by 71 WorldCat member libraries worldwide

A policy capturing approach was used in a study that investigated teacher judgment during the selection of instructional activities. This approach uses a simple (usually linear regression) model to reproduce the inferential responses of a particular judge. Central to the approach is the manner in which the judge weighs and combines information in the form of discernable cues or features of the objects being judged. Nineteen fourth and fifth grade teachers were given descriptions of 32 language arts instructional activities reflecting five dimensions that teachers use to judge the quality of teaching materials: (1) amount of student involvement, (2) difficulty for students, (3) integration with other skills or subject matter, (4) demand on teacher time, and (5) fit between stated purpose and instructional process. Individual and composite models showed that integration, difficulty, and demand were the most influential judgment dimensions for the teachers. However, the findings suggest that in a realistically complex judgment task teachers use a wider variety of information than can be represented adequately by a linear regression model. (Fl)
 
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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 (74)