Showing papers in "Educational Leadership in 1984"

The Search for Methods of Group Instruction as Effective as One-to-One Tutoring.

Abstract: T w o University of Chicago doctoral students in education, Anania (1982, 1983) and Burke (1984), completed dissertations in which they compared student learning under the following three conditions of instruction: 1. Conventional. Students learn the subject matter in a class with about 30 students per teacher. Tests are given periodically for marking the students. 2. Mastery Learning. Students learn the subject matter in a class with about 30 students per teacher. The instruction is the same as in the conventional class (usually with the same teacher). Formative tests (the same tests used with the conventional group) are given for feedback followed by corrective procedures and parallel formative tests to determine the extent to which the students have mastered the subject matter. 3. Tutoring. Students learn the subject matter with a good tutor for each student (or for two or three students simultaneously). This tutoring instruction is followed periodically by formative tests, feedback-corrective procedures, and parallel formative tests as in the mastery learning classes. It should be pointed out that the need for corrective work under tutoring is very small.

What makes a difference in inservice teacher education: a meta-analysis of the research

Abstract: What Makes a Difference in Inservice Teacher Education: A Meta-Analysis of the Research February, 1984 Ruth Konhaus Wade, B.S., Pennsylvania State University Ed.D., University of Massachusetts Directed by: Professor W. S. Wolf, Jr. The purpose of this study was to gather existing quan¬ titative data on inservice teacher education in order to analyze and synthesize the findings. Data were gathered on ninety-one research studies presented between 1968 and 1983 that were available through the ERIC system, dissertations, or journals. Meta-analysis was used to draw generaliza¬ tions regarding the efficacy of various inservice prac¬ tices. Effectiveness was measured at four different effect levels: participants' reactions to training, participants' learning, behavior change of participants, and results in terms of participants or their students. Findings indicate that inservice teacher education programs reported in the literature are moderately effec¬ tive. When the data are grouped by effect level, it be¬ comes apparent that attempts to increase participants'

Kinds of Thinking Taught in Current Programs.

Abstract: A mong my childhood memories is that of my parents scolding me for not thinking before doing something that produced an unhappy and, to them, predictable consequence. They assumed-probably rightly--that their task was not teaching me how to think but motivating me to do so. Surely, in one sense, all of us know how to think without being taught; the problem is to get us to do so with some consistency. The admonition to think before acting, to consider the possible consequences of our actions before committing to them, is one that

Fostering Critical Thinking Skills through Writing

Abstract: Author(s): Olson, CB | Editor(s): Brandt, RS | Abstract: The Thinking/Writing model integrates principles of learning theory, composing process research, and practical writing strategies. It is developed to motivate teachers to use writing as a tool for promoting cognitive growth. (MD)

The Key to Higher Order Thinking Is Precise Processing.

Abstract: he split that is now developing in the science of teaching thinking skills recapitulates an earlier split in the science of measuring the skills: single vs. multiple factor theories. The multiple factor approach to teaching thinking has been comprehensively reviewed by Bever (1984a, One-shot t t J {S1984b), who noted the plethora of theories and consequent confusion about which skills to teach, and when Should teaching follow the traditional inductive-deductive reasoning dichotl hiry k,,.. ( 9 omy, or perhaps the six skills in I o>Bloom's (1956) taxonomy: recall, comprehension, application, analysis, synthesis, and evaluation? Are "problem identification" and "creating novel solutions" thinking skills that should be taught? Beyer suggested the need tc pause until research clearly identifie, the primary skills of thinking and then focus on three to five skills at each grade level. But there may be an alternative. Are inductive and deductive reasoning

Principals as Leaders of High-Peforming Systems.

Abstract: T he past few years have seen a tremendous resurgence of public concern about the effectiveness of schools and renewed appreciation of the importance of principals. This attention has been matched by research on principals' behavior and school effectiveness, and work outside of education on leadership and excellent organizations. What sense can we make of all this interest and information? What have we learned and how can we use it? When we sift through the theories, studies, and personal experiences, what can we extract that might make a difference? High-Performing Systems First. we can identify some characteristics that appear to be common across high-pcrforming systems of \\arious types. Excellent organizations have well-defined basic purposes ofi wuhich they focus their organizational cnergy and resources. Their leadership is strong and focused, directed toward creating commitment to purpose. Their leaders are aware of the value of symbolic actions and the influence of culture on productive organizational climates. Excellent organizations also haxc what Peters and Waterman (1982) call simultaneous loose-tight properties. While the! focus on certalil basic goals and have clear accountabilith i these areas. thes simiultanlcosls encourage entreprenurship, aulltOnuloi, and a climatc conlducise to experimiientation and continued growth. both for individuals within the systeni and for the systemn itself Staff memhcbers feel that their personal goals arc well aligned with orgallizational goals Not infrcquentls , high -pcrfori i ng systems lnay be scen as \"problems\" in their environment because they avoid external control, scrounge resources, and live by their owuin set of standards (Vaill. 1982). Iikc isc, cffective schools