Relationships Between Classroom Behavior and Instructional Outcomes in an Individualized Science Program.

Power, Colin N.; Tisher, Richard P.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ157382

Record Type: Journal

Publication Date: 1976

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

EISSN: N/A

Available Date: N/A

Relationships Between Classroom Behavior and Instructional Outcomes in an Individualized Science Program

Power, Colin N.; Tisher, Richard P.

Journal of Research in Science Teaching, 13, 6, 489-497, Nov 76

Fifteen Australian ninth-grade science classes used Australian Science Education Project (ASEP) curriculum materials with one of three levels of teacher structuring. Videotaped classes were analyzed for student and teacher behaviors. Concludes that more structuring results in more cognitive activity, more experimentation, and less task-irrelevant activity. (MLH)

Descriptors: Class Organization, Educational Research, Instruction, Interaction Process Analysis, Science Education, Secondary Education, Secondary School Science, Teacher Role

Publication Type: N/A

Education Level: N/A

Audience: N/A

Language: N/A

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A