Observational Findings Regarding Independent Learning Behavior. The Classroom Attitude Observational Schedule [electronic resource] / Ocea Goldupp.
The Classroom Attitude Observational Schedule (CAOS) is designed to detect pattern shifts in a classroom during the absence of controlling adults. It is concerned with the independent learner who will continue school related tasks in a socially acceptable manner without supervision. The CAOS recordi...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Subjects: |
MARC
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| 040 | |a ericd |c ericd |d MvI | ||
| 099 | |f ERIC DOC # |a ED093949 | ||
| 099 | |f ERIC DOC # |a ED093949 | ||
| 100 | 1 | |a Goldupp, Ocea. | |
| 245 | 1 | 0 | |a Observational Findings Regarding Independent Learning Behavior. The Classroom Attitude Observational Schedule |h [electronic resource] / |c Ocea Goldupp. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1974. | ||
| 300 | |a 14 p. | ||
| 500 | |a ERIC Document Number: ED093949. | ||
| 500 | |a Sponsoring Agency: Office of Education (DHEW), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, Illinois, April, 1974). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 520 | |a The Classroom Attitude Observational Schedule (CAOS) is designed to detect pattern shifts in a classroom during the absence of controlling adults. It is concerned with the independent learner who will continue school related tasks in a socially acceptable manner without supervision. The CAOS recording form notes activities and inappropriate behaviors as they occur; ideally the children should be controlled by their own interests in the activities and materials in the classroom. CAOS was field tested in schools using the Tucson Early Education Model (TEEM), a program offering a balanced program of child selected and teacher assigned activities, and results, presented here in graphs, were relayed to Follow Through Directors and TEEM field staff so that attention may be given to those aspects of the TEEM touched by CAOS and the system may be further refined. (RC) | ||
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 1 | 7 | |a Classroom Observation Techniques. |2 ericd. |
| 650 | 1 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Independent Study. |2 ericd. |
| 650 | 0 | 7 | |a Open Education. |2 ericd. |
| 650 | 0 | 7 | |a Permissive Environment. |2 ericd. |
| 650 | 1 | 7 | |a Records (Forms) |2 ericd. |
| 650 | 1 | 7 | |a Self Directed Classrooms. |2 ericd. |
| 650 | 0 | 7 | |a Student Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Student Motivation. |2 ericd. |
| 710 | 2 | |a Arizona Center for Educational Research and Development. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED093949.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED093949 |h Other scheme |i web |n 1 |