Downloads & Free Reading Options - Results

The main objective of this study was to develop a category system to analyze or evaluate issue-centered classroom discussion (teaching-learning processes, cognitive and affective classroom interaction, verbal transactions (communication patterns), and, achievement of behavioral objectives). Behaviors investigated were: the extent of Michigan secondary school teachers (biology, english, and social studies) discussion of issues in the classroom; how and why certain teachers pay more systematic attention to issues than others; how students perceive issue-discussion, and the skills used in examining issues; and, what personality or school factors influence the nature of the discussion. The survey instruments used were the Michigan Social Issues Teacher and Student Questionnaires, Minnesota Student Attitude Inventory and the Harvard Social Issues Analysis Test-2. Classroom dialogue was observed and recorded to identify the range of verbal communications, logical and affective operations, and the socio-psychological environment of 17 classrooms. Data analysis is covered in chapters 2, 3, 6, and volumes 2 and 3 of this study. Chapters 4 and 5 traced the category system development, and, the methodological and substantive means for presenting and imterpreting data collected through system use. A related document is: SO 000 017. (SBE)

The main objective of this study was to develop a category system to analyze or evaluate issue-centered classroom discussion (teaching-learning processes, cognitive and affective classroom interaction, verbal transactions (communication patterns), and, achievement of behavioral objectives). Behaviors investigated were: the extent of Michigan secondary school teachers (biology, english, and social studies) discussion of issues in the classroom; how and why certain teachers pay more systematic attention to issues than others; how students perceive issue-discussion, and the skills used in examining issues; and, what personality or school factors influence the nature of the discussion. The survey instruments used were the Michigan Social Issues Teacher and Student Questionnaires, Minnesota Student Attitude Inventory and the Harvard Social Issues Analysis Test-2. Classroom dialogue was observed and recorded to identify the range of verbal communications, logical and affective operations, and the socio-psychological environment of 17 classrooms. Data analysis is covered in chapters 2, 3, 6, and volumes 2 and 3 of this study. Chapters 4 and 5 traced the category system development, and, the methodological and substantive means for presenting and imterpreting data collected through system use. A related document is: SO 000 017. (SBE)

This study was an investigation of the socio-psychological or affective "side effects" of social issues instruction. Specific student behaviors and responses were measured and evaluated. First, student evaluations of teachers and classes (appreciation, perceived value, and logical benefits in critical thinking) were measured. Secondly, relationships between a selected group of demographic, attitudinal and perceptual characteristics (of the teacher, the class, the students-based on attitude and congruence theory), and, these measured evaluations were explored. Directional hypotheses were set only for testing the students and teachers views of: the offered topics (controversiality, pertinence), opinion expression, and teacher role and technique. The degree of congruence was established between individual students and teachers regarding attitude and perception. Finally, the theoretical relationship between congruence and student reactions to their classes and teachers were tested. The data for this study was based on the original probability sample described in volume 1. Findings indicated favorable student evaluation, but, perception was signigicantly influenced by the demographic, attitude, perceptual characteristics, and the degree of congruence. Teaching implications were given. A related report: SO 000016. (SE)

The central concern of this study, which was briefly reviewed in ED 049 143, was to determine effective teaching strategies and practices in secondary social studies classroom discussions of social issues. Teaching effectiveness was evaluated in terms of the cognitive or critical thinking skills of participating students, and their attitudes toward the teacher and class. Incidently, the affective side effects of social issues instruction are reported separately in ED 039 162. In the initial analysis of two audio-taping sessions for each of sixteen classes it became apparent that distinct discussion styles existed: 1) expository, sharing background information only; 2) inquiry-nonprobing, giving hypotheses, opinions, and taking positions only; and, 3) inquiry-probing, developing ideas as well as devoting much time to defining, clarifying, evidencing, or testing these ideas. The instruments used for ascertaining the students critical thinking skills were the Michigan Social Issues Cognitive Category System, developed by the project as reported in ED 039 161, and the Harvard Social Issues Analysis Test; to determine student attitudes, the Minnesota Student Attitude Inventory was used. Students in the probing classes rated their classes highest and did very well on the critical thinking test; the expository classes came next, followed by the nonprobing classes with the lowest ratings and test scores. (Author/SBE)