A Study of Teacher Planning : Description and a Model of Preactive Decision Making / Robert J. Yinger.
The primary objective of this study was to describe those mental processes involved in teacher planning decisions made prior to teaching. One elementary teacher's planning decisions were studied during five months of classroom instruction. Both ethnographic and information processing approaches...
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| Format: | eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1978.
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| 100 | 1 | |a Yinger, Robert J. | |
| 245 | 1 | 2 | |a A Study of Teacher Planning : |b Description and a Model of Preactive Decision Making / |c Robert J. Yinger. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1978. | |
| 300 | |a 67 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC. |5 ericd. | ||
| 520 | |a The primary objective of this study was to describe those mental processes involved in teacher planning decisions made prior to teaching. One elementary teacher's planning decisions were studied during five months of classroom instruction. Both ethnographic and information processing approaches were used to describe distinctive features of the teacher's planning "technology" and to develop two models of teacher planning. Two central aspects of the teacher's planning and instruction that emerged in this study were planning for instructional activities and the use of teaching routines. The structural model identifies five levels of planning used by this teacher: (1) yearly planning; (2) term planning; (3) unit planning; (4) weekly planning; and (5) daily planning. Goals, cues, form, and effectiveness criteria used at each level are described. The process model represents decision processes differing from the goals-alternatives-choice sequence of the linear planning model. Problem finding, problem formulation, and a design process involving cycles of plan elaboration and mental "trying out" are presented as major planning processes. (Author/JD) | ||
| 650 | 0 | 7 | |a Affective Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Research. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Evaluative Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Design. |2 ericd. |
| 650 | 0 | 7 | |a Learning Activities. |2 ericd. |
| 650 | 0 | 7 | |a Lesson Plans. |2 ericd. |
| 650 | 0 | 7 | |a Planning. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Influence. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 710 | 2 | |a Michigan State Univ., East Lansing. Div. of Educational Programs and Research. | |
| 710 | 2 | |a Michigan State University. |b Division of Educational Programs and Research. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED152747.pdf |z Full Text (via ERIC) |
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