Relation of Sectioning a Class to the Effectiveness of Instruction Classic Reprint
Idioma: inglés
Editorial: Forgotten Books, 2018
- Tapa blanda
- Nuevo
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N° de ref. del artículo LW-9781331379768
- Título
- Relation of Sectioning a Class to the Effectiveness of Instruction Classic Reprint
- Autor
- Walter S. Monroe
- Editorial
- Forgotten Books
- Año de publicación
- 2018
- Estado
- New
- Encuadernación
- PAP
- Idioma
- inglés
- ISBN 10
- 1331379768
- ISBN 13
- 9781331379768
- Peso del artículo
- 104 gramos
General plan of the experiment. If. It were possible to secure three groups of classes so that all factors which affect the results of instruction were equivalent in the beginning of the experiment and could be controlled throughout the experimental period, the simplest procedure would be to have one group of classes taught as a unit, another group taught in two sections and a third group in three sections. However, it would be difficult, if not impossible, to secure exact equivalence of teaching ability and of pupil material. Our facilities for measuring the ability of teachers are extremely crude and at best it would be difficult to demonstrate that any differences found in the results of instruction were not produced largely by difi'erences in teaching ability. It is true that we have a number of general intelligence tests which might be used to measure the quality of the pupil material. However, the limitations of these instruments are such that one would be unable to interpret small differences in the resulting achievements.
In order to avoid these two difficulties this experiment was planned 80 that the same teacher should instruct a given class when organized according to two different plans Of sectioning. This, necessarily, must be done during successive semesters. This proce dure insured the constancy of the teacher, although not necessarily of teaching ability Since the ability Of a given teacher may vary from semester to semester with different types of class organization. In order that the pupil material might be the same for the two plans of class organization one hundred percent promotion was secured at the middle of the school year. Thus, a teacher who instructed a class as one section during the first semester Of this experiment instructed the same pupils during the second semester but with the class divided into two or three sections. Other teachers taught classes organized according to other combinations of sectioning.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Reseña del editor
The problem. The purpose of this educational experiment was to determine the relative effect upon the achievements in certain school subjects of three plans of sectioning a class. A class is defined as the total number of children assigned to a teacher for in struction even though they may be divided into two or more groups for instructional purposes. The three plans of sectioning a class considered in this investigation are: (1) teaching a class as a single unit; (2) dividing the class into two equal groups approximately equivalent with respect to general intelligence; (3) dividing the class into three equal groups approximately equivalent with respect to general intelligence. When a class is taught as one group, all of the pupils recite at the same time. Following the recitation there is a period for study. 'thus under this plan the work of the teacher al ternates between hearing classes and supervising the study of the pupils. When a class is taught as two sections, one group recites while the other group studies. In this case the teacher's time is almost wholly devoted to hearing classes. Any supervi sion of the study of the pupils is of necessity given incidentally and at irregular intervals when the teacher is fortunate enough to have a few minutes of leisure during a recitation period. When a class is divided into three sections, the conditions are much the same except that necessarily the length of the recitation periods is reduced. In general pupils of one section study during the recitation periods of the other two sections.
The specific problem of this investigation was to determine the relative effect of these three plans of sectioning a class upon the direct results of instruction in certain school subjects In other words this investigation sought to answer the question, Which is the best plan of sectioning a class?
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
“Acerca de” puede pertenecer a otra edición de este título.
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