Effective Teaching and Student Independence at Grade 12.

Autor/inn/en	Ayres, Paul; Sawyer, Wayne; Dinham, Steve
Titel	Effective Teaching and Student Independence at Grade 12.
Quelle	(2001), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Active Learning; Classroom Environment; Classroom Techniques; Foreign Countries; Grade 12; High School Students; High Schools; Pedagogical Content Knowledge; Secondary School Teachers; Student Participation; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Influence; Teacher Student Relationship; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Aktives Lernen; Klassenklima; Unterrichtsklima; Klassenführung; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Pädagogische Kompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This study investigated how five Australian teachers, who were considered to be exemplary in helping students develop independence, influenced and guided their students to extremely high grades in 12th grade. Teachers were observed teaching a lesson and then interviewed. The interviews asked them to identify successful outcomes of the lesson and to consider the strategies they employed. Overall, teachers had positive attitudes toward their schools and students. They considered being close as a team and having mastery of content knowledge as crucial to their success. Strong positive classroom relationships were an integral feature against which their teaching strategies were enacted. Planning of content and teaching were key aspects of teaching success. All classrooms were nonthreatening, displaying an excellent relationship between teachers and students. Many teachers created a culture in which the Higher School Certificate (HSC) was treated as a kind of game with its own set of rules, though the teachers did not focus on the HSC. Most lessons had two phases, the first being heavily teacher directed and the second involving more independent learning. Overall, teachers encouraged and laid the groundwork for student independence. (Contains 21 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC