"ERIC ED235136: The Context Of Teaching And Learning. Report On The First Phase Of The IEA Classroom Environment Study. ACER Research Monograph No. 21." - Information and Links:

ERIC ED235136: The Context Of Teaching And Learning. Report On The First Phase Of The IEA Classroom Environment Study. ACER Research Monograph No. 21. - Info and Reading Options

"ERIC ED235136: The Context Of Teaching And Learning. Report On The First Phase Of The IEA Classroom Environment Study. ACER Research Monograph No. 21." and the language of the book is English.


“ERIC ED235136: The Context Of Teaching And Learning. Report On The First Phase Of The IEA Classroom Environment Study. ACER Research Monograph No. 21.” Metadata:

  • Title: ➤  ERIC ED235136: The Context Of Teaching And Learning. Report On The First Phase Of The IEA Classroom Environment Study. ACER Research Monograph No. 21.
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  • Language: English

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  • Internet Archive ID: ERIC_ED235136

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"ERIC ED235136: The Context Of Teaching And Learning. Report On The First Phase Of The IEA Classroom Environment Study. ACER Research Monograph No. 21." Description:

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This publication describes the first phase of the Classroom Environment: Teaching for Learning Study in Australia, a six-year international research effort to identify correlations between teaching practices and student achievement. The report's first chapter presents a resume of the study and reviews research findings on managerial and instructional teaching practices which were the major focus of the study. Research studies on the context in which learning and teaching occur are reviewed in chapter 2. Context variables in these studies were teacher characteristics, school policy and organization, instructional setting, and student characteristics. Chapter 3 deals with the selection of relevant teaching practices and contextual factors and the development of the survey questionnaire. The survey sought information on teaching methods, teacher characteristics, and mediating influences on teaching practices. Chapter 4 describes the target population of teachers, the selection of a representative sample of teachers, and the survey procedures used in the collection of data. Chapters 5, 6, and 7 are concerned with the analysis of data collected from teachers during the survey. The final chapter offers a perspective on the study and summarizes features occurring in classrooms in Victoria. The features discussed are grouped under the headings which framed the survey questionnaire. A copy of the survey questionnaire and tabulated findings are appended. (JD)

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