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Stanford Center For Research and Development in Teaching. Second Annual Report [microform] / Robert N. Bush and Others
Bib ID 5195726
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bush, Robert N
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
262 p. 
Summary

The major portion of this report for fiscal year April 1967 through March 1968 consists of summaries of research and programs of the past year (Part 1) and projections of those for the coming and subsequent years (Part 2). Part 1 describes (1) purposes, methods, and results of projects in the three major "domains" of "variables" studied and (2) facilities and research services that were active during the year. Included are reports on 14 subcategories in the behavioral domain where the emphasis is on various technical skills of teaching, on three subjects in the personological domain (teacher traits and characteristics), and on five elements of the institutional domain (teacher roles in their institutional setting). Part 2 is organized around three subdivisions of the major educational problem which has become the focus of the Center's program: the fundamental reformulation of the role of the teacher in the decades ahead. The three subproblem areas are heuristic teaching (teaching aimed at self-motivated and sustained inquiry which emphasizes affective as well as cognitive processes and places high premium upon the uniqueness of each pupil, teacher, and learning situation), the environment for teaching (especially school organization and management), and teaching the disadvantaged. Included also in the report are a short section on administrative and support programs, one on Center management and administration, and a bibliography of Center publications. (SP 001800 is a related document.) (JS)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

Contract Number: OEC-6-10-078.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Affective Behavior.  |  Annual Reports.  |  Disadvantaged Youth.  |  Educational Programs.  |  Educational Research.  |  Educational Sociology.  |  Instructional Improvement.  |  Research And Development Centers.  |  Teacher Behavior.  |  Teacher Characteristics.  |  Teacher Education.  |  Teacher Role.  |  Teaching.  |  Teaching Methods.  |  Teaching Skills.  |  Stanford Center for R and D in Teaching CA
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
Available From ERIC 
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100 1 |aBush, Robert N.
245 1 0 |aStanford Center For Research and Development in Teaching. Second Annual Report|h[microform] /|cRobert N. Bush and Others.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1968.
300 |a262 p.
500 |aSponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.|5ericd
500 |aContract Number: OEC-6-10-078.|5ericd
520 |aThe major portion of this report for fiscal year April 1967 through March 1968 consists of summaries of research and programs of the past year (Part 1) and projections of those for the coming and subsequent years (Part 2). Part 1 describes (1) purposes, methods, and results of projects in the three major "domains" of "variables" studied and (2) facilities and research services that were active during the year. Included are reports on 14 subcategories in the behavioral domain where the emphasis is on various technical skills of teaching, on three subjects in the personological domain (teacher traits and characteristics), and on five elements of the institutional domain (teacher roles in their institutional setting). Part 2 is organized around three subdivisions of the major educational problem which has become the focus of the Center's program: the fundamental reformulation of the role of the teacher in the decades ahead. The three subproblem areas are heuristic teaching (teaching aimed at self-motivated and sustained inquiry which emphasizes affective as well as cognitive processes and places high premium upon the uniqueness of each pupil, teacher, and learning situation), the environment for teaching (especially school organization and management), and teaching the disadvantaged. Included also in the report are a short section on administrative and support programs, one on Center management and administration, and a bibliography of Center publications. (SP 001800 is a related document.) (JS)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aAffective Behavior.|2ericd
650 1 7 |aAnnual Reports.|2ericd
650 0 7 |aDisadvantaged Youth.|2ericd
650 0 7 |aEducational Programs.|2ericd
650 1 7 |aEducational Research.|2ericd
650 0 7 |aEducational Sociology.|2ericd
650 1 7 |aInstructional Improvement.|2ericd
650 1 7 |aResearch And Development Centers.|2ericd
650 0 7 |aTeacher Behavior.|2ericd
650 0 7 |aTeacher Characteristics.|2ericd
650 0 7 |aTeacher Education.|2ericd
650 0 7 |aTeacher Role.|2ericd
650 1 7 |aTeaching.|2ericd
650 0 7 |aTeaching Methods.|2ericd
650 0 7 |aTeaching Skills.|2ericd
653 0 |aStanford Center for R and D in Teaching CA
710 2 |aStanford Univ., CA. Stanford Center for Research and Development in Teaching.
856 4 1 |uhttps://eric.ed.gov/?id=ED024642
984 |aANL|cmc 2253 ED024642|d77000000035443
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