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The Effects of Classroom Activities, Pupils' Perceptions, and Educational Values in Lessons Where Self-Paced Curriculum Materials Are Used [microform] / Richard P. Tisher and Colin N. Power
Bib ID 5307718
Format BookBook, MicroformMicroform, OnlineOnline
Author
Tisher, Richard P
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975 
135 p. 
Summary

This project was concerned with the effects of teaching activities in lessons where self-paced materials were used; with associations between teaching activities and cognitive and affective outcomes; with relationships between teachers' beliefs about teaching and teaching activities and pupil outcomes; with pupils' perceptions about a self-paced learning environment; and with associations between pupils' perceptions and observed teaching activities and outcomes. Data were obtained from 20 classes containing 326 pupils; 12 of these classes were taught by student teachers and 8 by experienced teachers. The classes of the student teachers were allocated to four different treatments: (1) use of Australian Science Education Project (ASEP) materials only; (2) ASEP materials plus a pre-structuring teacher overview and a film; (3) ASEP materials with mid-structuring lessons and the film; (4) ASEP materials plus post-structuring and the film. The eight experienced teachers used ASEP materials but were not assigned to treatments. Students were given attitude and achievement pre- and posttests. Forty lessons were videotaped and analyzed. Results are discussed in terms of the nature of the learning environment, variation in the environment of the classrooms, and the teachers' structuring behaviors. (DT)

Notes

ERIC Note: Not available in hard copy due to marginal legibility of original document.

Educational level discussed: Secondary Education.

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 Curriculum.  |  Individualized Instruction.  |  Instruction.  |  Research.  |  Science Education.  |  Secondary Education.  |  Secondary School Science.  |  Teaching Methods.  |  Australian Science Education Project
Form/genre Reports, Research.
Other authors/contributors Power, Colin N., author  |  Australian Advisory Committee on Research and Development in Education, Canberra
Available From ERIC 
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001 5307718
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007 he u||024||||
008 080220s1975    xxu ||| bt    ||| | eng d
035 |9(ericd)ED128227
037 |aED128227|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aTisher, Richard P.
245 1 4 |aThe Effects of Classroom Activities, Pupils' Perceptions, and Educational Values in Lessons Where Self-Paced Curriculum Materials Are Used|h[microform] /|cRichard P. Tisher and Colin N. Power.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1975.
300 |a135 p.
500 |aERIC Note: Not available in hard copy due to marginal legibility of original document.|5ericd
500 |aEducational level discussed: Secondary Education.
520 |aThis project was concerned with the effects of teaching activities in lessons where self-paced materials were used; with associations between teaching activities and cognitive and affective outcomes; with relationships between teachers' beliefs about teaching and teaching activities and pupil outcomes; with pupils' perceptions about a self-paced learning environment; and with associations between pupils' perceptions and observed teaching activities and outcomes. Data were obtained from 20 classes containing 326 pupils; 12 of these classes were taught by student teachers and 8 by experienced teachers. The classes of the student teachers were allocated to four different treatments: (1) use of Australian Science Education Project (ASEP) materials only; (2) ASEP materials plus a pre-structuring teacher overview and a film; (3) ASEP materials with mid-structuring lessons and the film; (4) ASEP materials plus post-structuring and the film. The eight experienced teachers used ASEP materials but were not assigned to treatments. Students were given attitude and achievement pre- and posttests. Forty lessons were videotaped and analyzed. Results are discussed in terms of the nature of the learning environment, variation in the environment of the classrooms, and the teachers' structuring behaviors. (DT)
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 |aCurriculum.|2ericd
650 1 7 |aIndividualized Instruction.|2ericd
650 0 7 |aInstruction.|2ericd
650 1 7 |aResearch.|2ericd
650 1 7 |aScience Education.|2ericd
650 0 7 |aSecondary Education.|2ericd
650 1 7 |aSecondary School Science.|2ericd
650 1 7 |aTeaching Methods.|2ericd
653 0 |aAustralian Science Education Project
655 7 |aReports, Research.|2ericd
700 1 |aPower, Colin N.,|eauthor.
710 2 |aAustralian Advisory Committee on Research and Development in Education, Canberra.
856 4 1 |uhttps://eric.ed.gov/?id=ED128227
984 |aANL|cmc 2253 ED128227|d77000000139649
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