《THE INTERNATIONAL ENCYCLOPEDIA OF TEACHING AND TEACJER EDUATION》求取 ⇩

SECTION 1—CONCEPTS AND MODELS3

IntroductionM. J. DUNKIN3

(a) Teaching11

Definitions of TeachingB.O. SMITH11

Teaching and Related ActivitiesE. ROBERTSON15

Teaching: Art or Science?M. J. DUNKIN19

Human Interaction ModelsN.A.FLANDERS20

Aptitude-Treatment Interaction ModelsR. E. SNOW28

Behavioral ModelsD. BUSHELL JR. AND D.DORSEY32

The Carroll ModelC. M. CLARK36

Information Processing ModelsL. CORNO AND M. EDELSTEIN40

Linguistic ModelsR. E. YOUNG, R. ARNOLD AND K. WATSON49

Mastery Learning ModelsL. W. ANDERSON AND J. H. BLOCK58

Models of Heuristic TeachingM. C. WIITROCK68

(b) Teacher Education77

Concepts of Teacher EducationG. DE LANDSHEERE77

Affective Teacher EducationL. W. ANDERSON AND MIN CHING83

Competency-based Teacher EducationW. R. HOUSTON86

SECTION 2—METHODS AND PARADIGMS FOR RESEARCH97

IntroductionM. J. DUNKIN97

Evolution of Research on TeachingD. M. MEDLEY105

Paradigms for ResearchW. DOYLE113

Effects of TeachingB. J. BIDDLE AND M. J. DUNKIN119

Synthesizing Research EvidenceR. M GIA ONIA AND L V HEDGES124

Stractured ObservationM. GALTON142

Naturalistic InquiryE. G. GUBA AND Y S LINCOLN147

Ethnographic MethodsR. TAFT151

Units of AnalysisL BURSTEIN155

Teachers as ResearchersJ. ELLIOTT162

Ethical ConsiderationsW. B. DOCKRELL165

Criteria for Evaluating TeachingD. M. MEDLEY169

Student Evaluations of TeachingH. W. MARSH181

SECTION 3—TEACHING METHODS AND TECHNIQUES191

IntroductionM. J. DUNKIN191

(a) History201

History of Teaching MethodsW. F. CONNELL201

The Dalton PlanJ. R. LAWRY214

The Winnetka SchemeJ. R. LAWRY216

The Project MethodJ. R. LAWRY217

(b) The Individual and the Group220

Individualizing TeachingR. M. THOMAS220

Grouping for TeachingR. C. CALFEE AND D. C. PIONTKOWSKI225

Discussion MethodsM. D. GALL232

Small Group MethodsR. E. SLAVIN237

TutoringF. J. MEDWAY243

(c) Formality246

Open Versus Formal MethodsR. M. GIACONIA246

Direct InstructionB. ROSENSHINE257

Lesson FormatsM.J. DUNKIN263

Pacing and SequencingG. J. POSNER266

HomeworkF. COULTER272

Thinking AloudA. BONBOIR277

Written InstructionF. RICHAUDEAU278

(d) Higher Education284

Lectures and LecturingG. A. BROWN284

Group TeachingD. JAQUES288

Science Laboratory TeachingE. HEGARTY.HAZEL298

Clinical TeachingP. A. CRANTON304

Keller Plan: A Personalized System of InstructionJ. A. KULIK306

SECTION 4—CLASSROOM PROCESSES345

IntroductionM.J.DUNKIN345

(a) Socioamotiond327

Teacher-centered and Learner-centered TeachingJ.WIIHALL327

Classroom ClimateR.S.SOAR AND R.M.SOAR336

CompetitionL.OWENS342

CooperationL.OWENS345

ReinforcementJ.A.BATES349

(b)Logical and substantive359

Types of ContentG.LEINHARDT359

Content CoverageR.BARR364

Opportunity to tearnL.W.ANDERSON368

TimeW.J.SMYTH372

Logical OperationsR.E.SUTTON AND R.H.ENNH380

Abatractness and ConcretenessM.J.DUNKIN390

Vagueneas and ClarityM.L.LAND392

(c)Pedagogical398

StructuringS.J.DOENAU398

SolicitingS.J.DOENAU407

RespondingC.POWER413

ReactingJ.A.ZAHORIK416

Reviewing and RecapitulatingG.NUTHALL424

Teaching Cycles and StrategiesC. POWER427

Student RolesR.P. TISHER432

(d)〓457

Classroom ManagenmentE. T. EMMER457

Behaviour ProblemsL.G.CAIRNS446

Activities: Structures and FunctionsP. V. GUMP452

Proactive TeachingM. M. ROHRKEMIER AND T.L.COOD457

Reactive TeachingM.M. ROHRKEMPER AND T.L. GOOD460

FlexibilityN.A. FLANDERS462

Nonverbal CommunicationH. A. SMITH466

(e)Cognitive477

Implicit TheoriesP. H. TAYLOR477

PlanningR. J.SHAVELSON483

Teachers' JudgmentsR. J. SHAVELSON486

Interactive Decision MakingR. J. SHAVELSON491

EpistemologiesR. E. YOUNG493

Students' Cognitive ProcessingP.H. WINNE496

SECTION 5—CONTEXTUAL FACTORSIntroductionM. J. DUNKIN513

(a) The Environment525

Frame FactorsU. P. LUNDGREN525

ArchitectureS. N. BENNETT530

Equipment and MaterialsJ. G. AINLEY538

Class SizeG. V. GLASS540

Seating PatternsC. S. WEINSTEIN545

Environmental InfluencesD.L. DUKE548

Psychological EnvironmentH. J. WALBER553

(b) Students Characteristics559

Students' Affective CharacteristicsK. E. SINCLAIR559

Students" Cognitive CharacteristicsR. L. DEBUS564

Students' EthnicitM. J. DUNKIN AND S. J. DOENAU568

Students' SexB. J. BANK571

Students' Social BackgroundsT.N. KAHL574

(c) Teachers' Characteristics585

Teachers' PersonalityD. S. LEVIS585

Affective Characteristics of Student TeachersF. COULTER589

Teachers' ExpectationsC. BRAUN598

Teachers' SexM. J. DUNKIN606

Teaching ExperienceJ. BARNES608

Teachers' Social BackgroundsE. HOYLE612

(d) Occupational Factors625

Teacher RolesB. J. BIDDLE625

Professional Socialization of TeachersC. LACEY634

Selection for TeachingK. J. ELTIS645

Teacher Supply and DemandP. R. C. WILLIAMS650

Economics of Teacher SupplyA. ZABALZA653

Certification and Licensing of TeachersN. L. ZIMPHER657

Teachers' OrganizationsD. L. COLTON660

Nonteachers and TeachingJ. H. DUTHIE662

SECTION 6—TEACHER EDUCATION671

IntroductionM. J. DUNKIN671

(a) Preservice681

Student (Practice) TeachingE. STONES681

Supervision of the PracticumC. TURNEY686

Laboratory SchoolsC. TURNEY696

Technical Skills of TeachingM. J. DUNKIN703

Lesson AnalysisE. C. WRAGG706

Microteaching: Conceptual and Theoretical BasesA. PERLBERG715

Microteaching: ModellingG. R. MACLEOD720

Microteaching: FeedbackD. S. LEVIS722

Microteaching: EffectivenessG. R. MACLEOD726

(b) Inservice730

Inservice Teacher EducationM. ERAUT730

Teacher RecyclageG. DE LANDSHEERE744

Induction of Beginning TeachersR. BOLAM745

Supervision of TeachingB. M. HARRIS757

Teachers' CentresR. J. SHOSTAK761

MinicoursesE. PERROTT764

(c) Special Purpose773

Teacher Education for Early Childhood EducationL. G. KATZ AND J. CAIN773

Teacher Education for Special EducationD. S. SEMMEL781

Teacher Education for Vocational and Industrial EducationR. B. HOBART787

Teacher Education for Higher EducationA. N. MAIN794

Teacher Education for Adult EducationC. DUKE798

List of Contributors809

Name Index815

Subject Index839