THE DIFFICULTIES ENCOUNTERED BY THE CLASSROOM TEACHER WHEN HE TURNS TO RESEARCH FOR PRACTICAL SOLUTIONS TO THE SPECIFIC PROBLEMS OF TEACHING READING ARE DISCUSSED. IT IS ACKNOWLEDGED THAT RESEARCH SELDOM CREATES IDEAS FOR THE CLASSROOM. INSTEAD, GOOD TEACHING GENERATES IDEAS FOR RESEARCH. NEVERTHELESS, READING TEACHERS SHOULD NOT IGNORE RESEARCH.…

A study was conducted to observe the varying degree of consistency between three sources of data with respect to the same classroom phenomenon. Data was gathered in a public high school near Detroit in 1969. Using the basic 10-category Flanders interaction analysis system, systematic observations of controversial issues discussions were made in…

The use of Kruskal's nonmetric multidimensional scaling model for analysis of classroom interaction data is discussed. Four distance models are proposed which lead to multidimensional representation of single sequences, sets of sequences, and behavior categories using symmetric and conditional proximity options of the model. Results of application…

This study evaluated the applicability of the averaging model of the information integration theory to attitude formation in a classroom situation and compared the results of an in-classroom and an in-laboratory application of equivalent stimuli (verbal vs printed). Results confirmed both the information integration theory and the averaging model.…

Using data from college undergraduate classes, the authors evaluate college classrooms and the role performances of students from a social organization perspective. (JR)

College teachers, students, and noncollege adults participated in a study in which they were asked to predict the behavior of college students given an absurdly easy quiz in a sociology class. The study examines the perceptions of student roles in the classroom. (Author/JR)

Discusses the research carried out by a classroom teacher which investigated students' composing processes when they are asked to observe their own process of writing. Noted three kinds of reactions--anxiety, euphoria, and normal responses. Found that the research project helped motivate students. (ARH)

Reviews research to answer under what conditions, if any, does homework make a difference in student achievement. Provides a brief history of the homework debate. Reviews 84 homework experiments conduced between 1904 and 1984. Concludes that most studies found homework beneficial. (JDH)

This article describes several ways to bridge the gulf between teaching and research. These approaches are divided into three categories: (1) collaboration between teachers and researchers; (2) teachers as the primary researchers; and (3) teachers' study groups. Through participation in research, teachers learn more about teaching. (MT)

Studying and understanding classrooms narratively allows researchers to see the unities, continuities, and rhythms in the whole which cannot be discovered by analyzing parts. Narrative links educations to other aspects of the study of human experience and adds insight to the process of becoming a teacher. (MT)

Examines patterns of social relations established in same-sex groups of children in Minneapolis and Cincinnati. Although boys and girls establish play contexts with similar social role-taking demands, topics for play and conversational demands vary according to gender. (Author/LHW)

Outlines a narrative method for the study of classrooms. The main feature of the method is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. The work's theoretical character is introduced by comparison and contrast with Schon's "The Reflective Practitioner: How Professionals Think in…

Two experiments with college psychology classes examined answer copying during multiple-choice examinations under conditions of free and assigned seating. More answer copying occurred in the free seating situation, not accountable for in terms of the idea that answer copiers prefer to sit in the rear of the room. (Author/LMO)

Describes one teacher's systematic inquiry into the effectiveness of strategies to increase students' vocabularies. A research-type approach indicated that use of clarity statements and interchanges that encouraged connections to the students' own lives seemed more effective in helping students incorporate their understanding of concepts with…

Presents three reasons given by teachers for turning their backs on research--(1) a lack of understanding of research methods, (2) a perceived lack of skills, and (3) a suspicion of research. Responds to each of these positions. (FL)