A Conception of Teaching:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin
Springer
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIX, 174 S. |
| ISBN: | 9780387094458 9780387094465 9780387849317 |
Internformat
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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
|
| adam_txt |
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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| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:12:09Z |
| indexdate | 2024-07-09T21:17:02Z |
| institution | BVB |
| isbn | 9780387094458 9780387094465 9780387849317 |
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| publisher | Springer |
| record_format | marc |
| spelling | Gage, Nathaniel L. 1917-2008 Verfasser (DE-588)131444670 aut A Conception of Teaching Nathaniel L. Gage Berlin Springer 2009 XIX, 174 S. txt rdacontent n rdamedia nc rdacarrier Lehren (DE-588)4136714-5 gnd rswk-swf Unterrichtstheorie (DE-588)4136715-7 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Lehren (DE-588)4136714-5 s Unterrichtsforschung (DE-588)4135175-7 s Unterrichtstheorie (DE-588)4136715-7 s DE-604 Digitalisierung UB Regensburg application/pdf 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 Inhaltsverzeichnis |
| 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 |
| subject_GND | (DE-588)4136714-5 (DE-588)4136715-7 (DE-588)4135175-7 |
| title | A Conception of Teaching |
| title_auth | A Conception of Teaching |
| title_exact_search | A Conception of Teaching |
| title_exact_search_txtP | 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 |
| topic | Lehren (DE-588)4136714-5 gnd Unterrichtstheorie (DE-588)4136715-7 gnd Unterrichtsforschung (DE-588)4135175-7 gnd |
| topic_facet | Lehren Unterrichtstheorie Unterrichtsforschung |
| url | 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 |
| work_keys_str_mv | AT gagenathaniell aconceptionofteaching |