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Peer reviewedColbert, C. Dianne – Illinois School Research and Development, 1979
In this ethnographic study, four context variables emerged as having importance for teacher behavior: lesson type (new material, continuing topic, review); subject matter; size of instructional group (whole class, small group, individual); and time of day or week. Teacher behavior categories analyzed were: diagnostician, designer, facilitator,…
Descriptors: Class Organization, Class Size, Classroom Observation Techniques, Classroom Techniques
