Classroom research: A decade of progress
- 1 September 1983
- journal article
- Published by Taylor & Francis in Educational Psychologist
- Vol. 18 (3), 127-144
- https://doi.org/10.1080/00461528309529270
Abstract
The fruits of a decade of research on teaching are discussed in this article. The topics focussed on are time utilization, classroom management, teacher expectations and teacher effectiveness research. The difficulty of translating these findings into practice is discussed. It is argued that the complexities and uniqueness of each classroom make it impossible to follow a simple research‐into‐practice model. Research needs to become more integrative — studying teachers, students, and curriculum simultaneously — and the technology to change practice needs to be better developed.Keywords
This publication has 31 references indexed in Scilit:
- Classroom Organization and ManagementThe Elementary School Journal, 1983
- IntroductionThe Elementary School Journal, 1983
- Teacher Responses to Student Time Differences in Mastery LearningAmerican Journal of Education, 1982
- Teachers' judgment of students' potential as a function of teachers' susceptibility to biasing information.Journal of Personality and Social Psychology, 1982
- Individual Differences and Reading InstructionThe Elementary School Journal, 1981
- Ability Grouping as a Self-Fulfilling Prophecy: A Micro-Analysis of Teacher-Student InteractionSociology of Education, 1981
- Teacher behavior and its effects.Journal of Educational Psychology, 1979
- Pygmalion Grows Up: A Model for Teacher Expectation Communication and Performance InfluenceReview of Educational Research, 1979
- The Effects of Instructing Teachers About Good Teaching on the Mathematics Achievement of Fourth Grade StudentsAmerican Educational Research Journal, 1979
- What Classroom Observations Reveal About Reading Comprehension InstructionReading Research Quarterly, 1978