Looking in classrooms:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Longman
1997
|
| Ausgabe: | 7. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVII, 509 S. |
| ISBN: | 0673997391 |
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Datensatz im Suchindex
| _version_ | 1804125722506166272 |
|---|---|
| adam_text | Looking in Classrooms
Thomas L Good
University of Arizona
Jere E Brophy
Michigan State University
SEVENTH EDITION
LONGMAN
An imprint of Addison Wesley Longman, Inc
New York • Reading, Massachusetts • Menlo Park, California • Harlow, England
Don Mills, Ontario • Sydney • Mexico City • Madrid • Amsterdam
Brief Contents
Detailed Contents
Preface
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Name Index
Subject Index
Classroom Life
Increasing Teacher Awareness Through Classroom
Observation
Teacher Expectations
Management I: Preventing Problems
Management II: Coping with Problems Effectively
Motivation
Students Interactions with One Another
Teaching Heterogeneous Classes and Differentiating
Instruction
Active Teaching
Helping Students to Construct Usable Knowledge
Improving Classroom Teaching
V
XV
iii
Detailed Contents
Preface
Chapter 1
xv
Chapter 2
Classroom Life 1
Action-System Knowledge 2
Classroom Narrative: An Elementary School Example 4
Analysis of the Class Discussion 8
Motivation 8
Classroom Management 9
Classroom Instruction 10
Teacher Expectations 14
Learning to Analyze Classrooms 15
Classroom Narrative: A Secondary School Example 16
Ms Chavez 16
Effective Teaching 17
Different Types of Observational Procedures 19
Summary 20
Suggested Activities and Questions 20
References 21
Increasing Teacher Awareness Through Classroom Observation
Classrooms Are Complex 23
Teachers Perceptions of Their Classroom Behavior 24
Classroom Problems Caused by Lack of Teacher Awareness 25
Teacher Domination of Classroom Communication 25
Lack of Emphasis on Meaning 25
Few Attempts to Motivate Students 26
Not Cognizant of Effects of Seat Location 26
Overreliance on Repetitive Seatwork 26
Vi DETAILED CONTENTS
Differential Teacher-Student Interaction 27
Student Achievement 27
Student Gender 27
Subject Matter and Gender 28
Race 28
Cooperative Group Learning 29
Factors That Influence Achievement 29
Use of Time in Classrooms 29
Opportunity to Learn 30
Curriculum-Test Match 31
Selection of Classroom Tasks 31
* How Students Affect Teachers 33
Impression Management 33
Individual Differences in Students 34
Multiple Views of Classroom Life 35
Why Teachers Are Unaware 35
Improving Teaching Through Observational Feedback 36
Benefits of Classroom Observation 38
Problems with Observation 38
Personal Biases 38
Teacher Anxiety 40
Dangers of Interpretation 40
Case Study Techniques 41
Discovering Bias 41
Difficulties of Self-Study 43
Using Case Study for Self-Study 44
Conducting Case Studies 45
Fact Versus Interpretation 46
Simplifying the Observational Task 49
Reliability of Observations 50
General Plan for Observing in Classrooms 50
Using Research and Observational Feedback 52
Teachers as Decision Makers 53
Summary 54
Suggested Activities and Questions 55
References 56
Appendix A: Coding Vocabulary: Blumenfeld and Miller 60
Appendix B: Brophy-Good Dyadic Interaction System 63
Appendix C: Emmer Observation System 68
Appendix D: An Ethnographic Research Study Conducted by Susan Florio 70
Chapter 3 Teacher Expectations 79
An Example 79
Types of Expectation Effects 80
Teachers Expectations as Self-Fulfilling Prophecies 81
Effects of Induced Expectations 82
Studies of Naturally Formed Expectations 82
DETAILED CONTENTS vil
How Expectations Become Self-Fulfilling 83
An Example 83
Brophy and Good s Model 84
Practice Examples 85
Analysis of Examples 87
How Teachers Form Expectations 88
How Teachers Communicate Expectations to Students 89
Students Perceptions of Differential Teacher Treatment 92
Students Responses to Differential Learning Opportunities 92
Good s Model of Student Passivity 95
Student Internalization 95
Silent Students 95
Factors That Affect Expectation Communication 96
Context 96
Teachers Personal Characteristics 97
Students Personal Characteristics 99
Group, Class, and School Expectation Effects 100
Group Effects 100
Class Effects 101
School Effects 102
Effects of Expectations on Students Personal and Social Development 103
New Directions for Expectation Research 105
Selection of Curriculum Content 105
Subject-Matter Knowledge 105
Expectations Across Consecutive Years 106
Increasing Expectations 107
A Junior High/Middle School Example 107
Comprehensive Intervention in a High School 107
Avoiding Negative Expectation Effects 108
In Developing Expectations, Consider Students Full Range
of Abilities 108
Keeping Expectations Flexible and Current 109
Emphasizing the Positive 111
Summary 112
Suggested Activities and Questions 113
References 114
Appendix: Measuring Expectations 118
Chapter 4 Management I: Preventing Problems 126
Introduction 126
Classroom Vignettes 126
Management Research 127
Student Role 127
Classroom Examples 128
Management as Motivation and Problem Prevention 129
Kounin s (1970) Study 129
Other Studies 130
Viii DETAILED CONTENTS
Essential Teacher Attitudes 131
General Management Principles 132
Plan Rules and Procedures in Advance 132
Establish Clear Rules and Procedures Where Needed 133
Let Students Assume Responsibility 134
Teacher-Student Cooperation 134
Minimize Disruptions and Delays 135
Plan Independent Activities as Well as Organized Lessons 135
Management of Small-Group Learning 137
Getting the School Year Off to a Good Start 137
Third-Grade Study 138
Junior High Study 139
Subsequent Studies 140
Maintaining an Effective Learning Environment 141
Use Positive Language to Cue Desirable Behavior 141
Positive Language 141
Negative Language 141
Recognize and Reinforce Desired Behavior 142
Praising Effectively 144
Getting and Holding Attention 147
Focus Attention When Beginning Lessons 147
Keep Lessons Moving at a Good Pace 148
Monitor Attention During Lessons 148
Stimulate Attention Periodically 148
Maintain Accountability 148
Terminate Lessons That Have Gone on Too Long 149
Independent Work 150
Low Achievers Assignments 150
Criteria for Worthwhile Assignments 151
Self-Regulated Management 152
Summary 154
Suggested Activities and Questions 155
References 156
Chapter 5 Management II: Coping with Problems Effectively 161
Classroom Vignettes 161
Elementary School Example 161
Middle School Example 162
Junior High School Example 163
High School Example 163
Dealing with Minor Inattention and Misbehavior 164
Monitor the Entire Classroom Regularly 164
Ignore Minor, Fleeting Misbehavior 164
Stop Sustained Minor Misbehavior 165
Dealing with Prolonged or Disruptive Misbehavior 166
DETAILED CONTENTS ix
Appropriate Direct Correction 166
Inappropriate Direct Correction 166
Conducting Investigations 167
Conflict Resolution 168
Gordon 168
Glasser 169
Comer 171
Peer Counseling 172
Punishment 173
Effective Punishment 173
Inappropriate Punishment 175
Punishment as a Last Resort 176
Choosing Your Role 177
The Teacher as a Socialization Agent 178
Difficulties of Socialization 179
Coping with Serious Adjustment Problems 180
Analyzing Problem Behavior 191
Finding Out What Problem Behavior Means 191
Arranging a Conference 192
Bringing in Parents and Odier Adults 193
Other Approaches to Classroom Management 194
Assertive Discipline 194
Contingency Contracting 195
Cognitive Behavior Modification 198
Bearing the Unbearable 199
Summary 200
Suggested Activities and Questions 201
References 202
Chapter 6 Motivation 209
Introduction 209
Frank Thomas s Class 210
• Jane Strong s Class 211
Questions 211
Skill in Motivating Students 211
Basic Motivational Concepts 212
Motivation as Expectancy X Value 213
Essential Preconditions for Successful use of Motivational Strategies 213
Supportive Environment 213
Appropriate Level of Challenge or Difficulty 214
Meaningful Learning Objectives 214
Moderation and Variation in Strategy Use 214
Motivating by Maintaining Success Expectations 215
Programming for Success 216
Teaching Goal Setting, Performance Appraisal,
and Self-Reinforcement 216
DETAILED CONTENTS
Helping Students Recognize Effort-Outcome Linkages 218
Encouraging Effort: An Example 219
Remedial Work with Discouraged Students 220
Concluding Comments About Success Expectations 222
Inducing Students to Value Academic Activities 223
Strategies for Supplying Extrinsic Motivation 223
Offer Rewards as Incentives for Good Performance 223
Call Attention to the Instrumental Value of Academic Activities 224
Structure Appropriate Competition 225
Concluding Comments About Extrinsic Motivational Strategies 226
Strategies for Capitalizing on Students Intrinsic Motivation 226
Opportunities for Active Response 227 r
Inclusion of Higher-Level Objectives and Divergent Questions 228
Feedback Features 228
Incorporation of Gamelike Features into Activities 229
Opportunities for Students to Create Finished Products 229
Inclusion of Fantasy or Simulation Elements 230
Opportunities for Students to Interact with Peers 230
An Example: Project-Based Learning 231
Concluding Comments About Intrinsic Motivational Strategies 232
Strategies for Stimulating Student Motivation to Learn 232
Model Your Own Motivation to Learn 233
Communicate Desirable Expectations and Attributions 235
Minimize Performance Anxiety 235
Project Intensity 236
Project Enthusiasm 237
Induce Task Interest or Appreciation 237
Induce Curiosity or Suspense 238
Make Abstract Content More Personal, Concrete, or Familiar 238
Induce Dissonance or Cognitive Conflict 239
Induce Students to Generate Their Own Motivation to Learn 240
State Learning Objectives and Provide Advance Organizers 240
Provide Informative Feedback 241
Model Task-Related Thinking and Problem Solving 241
Induce Metacognitive Awareness of Learning Strategies 241
Building Motivation Into the School Environment 242
Building Motivational Strategies Into Instructional Plans 243
For All Activities 243
For Listening and Reading Activities 245
For Activities Requiring Active Response 246
Summary 246
Suggested Activities and Questions 248
References 250
DETAILED CONTENTS Xl
Chapter 7 Students Interactions urith One Another 258
Educational Excellence and Equity 259
Desegregation 260
Inclusion of Special Needs Students 260
Between-Class Grouping (Tracking) 262
Effects on Achievement 263
Affective and Social Effects 264
The Controversy Continues 267
Within-Class Ability Grouping 267
Planned Heterogeneous Grouping 270
Cooperative Learning 270
Task Structure 271
Incentive Structure 272
Well-Known Cooperative Learning Programs 273
Learning Together 273
Group Investigation 273
Jigsaw 275
Teams-Games-Tournament (TGT) 275
Student Teams-Achievement Divisions (STAD) 276
Jigsaw II 276
Team-Assisted Individualization (TAI) 276
Controlled Conflict and Controversy in Small Groups 276
Research on Cooperative Learning Methods 277
Cooperative Versus Traditional Methods 277
Group Composition and Processes 278
Limitations of Findings on Small-Group Learnirfg 279
Potential Advantages and Disadvantages of Cooperative Groups 281
Conclusions from Research on Cooperative Learning 284
Implementation Guidelines 286
Using Extant Curriculum and Training Material 287
Meaningful Implementation 288
Providing Opportunity for Self-Evaluation 288
Arranging Tutorial Assistance for Students 295
Cross-Age Tutoring 295
Peer Tutoring by Classmates 297
Learning in Dyads 297
Summary 300
Suggested Activities-and Questions 302
References 303
Chapter 8 Teaching Heterogeneous Classes and Differentiating Instruction
^The School-Age Population Is Becoming More Diverse 310
y Dealing with Diversity 311
Mastery Learning 312
Xii DETAILED CONTENTS
Individualized Instruction 314
Research on Individualized Instruction 316
Computerized Instruction 317
Research on Computerized Instruction 318
Conclusions About Individualized Instruction 320
Supplemental Instruction for At-Risk Students 322
Research on Differential Classroom Instruction 324
Instruction in Secondary English Classes 324
Response to Heterogeneity in a British School 325
Student Engagement and Achievement in American
Secondary Schools 325
General Principles for Differentiating Instruction 327
Matching Assignments to Student Ability 327
Use of Multiple Reading Sources 327
Preparing Assignments 329
Accommodating Students Personal Characteristics 333
Independent Work and Learning Centers 336
Self-Regulation 340
Examples of Elementary Learning Center Assignments 340
Independent Work for Secondary Students 342
Curriculum and Student Diversity 344
Summary 349
Suggested Activities and Questions 350
References 351
Chapter 9 Active Teaching 358
Instructional Methods as Means to Accomplish Curricular Goals 358
Research Relating Teacher Behavior to Student Learning 360
School Effects Research 360
Teacher Effects Research 361
An Example 362
Presenting Information to Students 364
When and How to Present Information 364
Clarity 365
Enthusiasm 3 68
Effective Demonstrations 368
Conducting Recitations and Discussions 370
Cognitive Levels of Questions 371
Questions to Avoid 372
Characteristics of Good Questions 373
Calling on Students to Respond to Questions 376
Reasons for Questioning 378
Inquiry Approaches 379
Conducting Discussions 379
Structuring Activities and Assignments 381
Criteria to Consider in Selecting or Developing Activities 382
DETAILED CONTENTS xiii
Structuring and Scaffolding Students Learning 384
Homework 386
Summary 386
Suggested Activities and Questions 388
References 389
Chapter 10 Helping Students to Construct Usable Knowledge 395
Teaching for Understanding, Appreciation, and Application
of Knowledge 396
Knowledge as Constructed 397
Knowledge Networks Structured Around Powerful Ideas 399
The Role of Prior Knowledge 400
• Knowledge Restructuring and Conceptual Change 401
Knowledge as Socially Constructed 402
Situated Learning and Authentic Tasks 404
Scaffolding and Transfer of Responsibility for Managing Learning from
Teacher to Learner 404
Summary and Implications 407
Research on Teaching for Understanding 408
Subject-Specific Examples 410
Reading 410
Writing 414
Madiematics 416
Science 418
Social Studies 423
Conclusions 425
Interpreting Research on Teaching: Face Up to the Complexities 425
Adapting Teaching to die Situation 429
Keep the Goals in Sight 430
Suggested Activities and Questions 432
References 434
Chapter 11 Improving Classroom Teaching 443
Introduction 443
A Junior High Example 444
A High School Example 444
Obstacles to Teacher Self-Improvement 445
Experimenting and Improving 446
Teaching Is Difficult 447
Identifying Good Teaching 447
Starting Self-Evaluation 448
^ Making Explicit Plans 448
Action 449
Individual Self-Study 449
Classroom Example 450
You Are Not Alone 451
Xiv DETAILED CONTENTS
Self-Study Groups 453
Opportunities to Observe and Obtain Feedback 455
Improving Workplace Conditions for Teaching 459
Increasing Professional Opportunities for Teachers 459
Types of Professional Collaboration 460
Schools as Social Systems 463
The Growing Importance of Staff Development 465
Improving the Entire School 465
Staff Development in Effective Schools 466
Teacher-Teacher Communication 466
The Principal as Facilitator 468
Building on Teachers Interests 468
The Principal s Role 468
Teacher Evaluation 470
Recent Developments in Teaching 471
The Master Teacher 471
Career Ladder Plans 472
Beginning Teachers 473
Mentoring Good Planning 476
Do Look Back 477
Summary 478
Suggested Activities and Questions 4 78
References 480
Name Index 485
Subject Index 495
|
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| publisher | Longman |
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| spelling | Good, Thomas L. 1943- Verfasser (DE-588)131488279 aut Looking in classrooms Thomas L. Good ; Jere E. Brophy 7. ed. New York [u.a.] Longman 1997 XVII, 509 S. txt rdacontent n rdamedia nc rdacarrier Classroom management Observation (Educational method) Teaching Didaktik (DE-588)4070463-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Unterrichtspsychologie (DE-588)4187083-9 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Unterricht (DE-588)4062005-0 s DE-604 Didaktik (DE-588)4070463-4 s Unterrichtspsychologie (DE-588)4187083-9 s 2\p DE-604 Brophy, Jere E. 1940-2009 Verfasser (DE-588)131488155 aut HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=007530335&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Good, Thomas L. 1943- Brophy, Jere E. 1940-2009 Looking in classrooms Classroom management Observation (Educational method) Teaching Didaktik (DE-588)4070463-4 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtspsychologie (DE-588)4187083-9 gnd |
| subject_GND | (DE-588)4070463-4 (DE-588)4062005-0 (DE-588)4187083-9 (DE-588)4123623-3 |
| title | Looking in classrooms |
| title_auth | Looking in classrooms |
| title_exact_search | Looking in classrooms |
| title_full | Looking in classrooms Thomas L. Good ; Jere E. Brophy |
| title_fullStr | Looking in classrooms Thomas L. Good ; Jere E. Brophy |
| title_full_unstemmed | Looking in classrooms Thomas L. Good ; Jere E. Brophy |
| title_short | Looking in classrooms |
| title_sort | looking in classrooms |
| topic | Classroom management Observation (Educational method) Teaching Didaktik (DE-588)4070463-4 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtspsychologie (DE-588)4187083-9 gnd |
| topic_facet | Classroom management Observation (Educational method) Teaching Didaktik Unterricht Unterrichtspsychologie Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=007530335&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT goodthomasl lookinginclassrooms AT brophyjeree lookinginclassrooms |