Instructional approaches in relation to student behavior: A matter of adaptiveness

Cotterell J.L. (1982) Instructional approaches in relation to student behavior: A matter of adaptiveness. Journal of Educational Research, 75 6: 333-338. doi:10.1080/00220671.1982.10885405


Author Cotterell J.L.
Title Instructional approaches in relation to student behavior: A matter of adaptiveness
Journal name Journal of Educational Research   Check publisher's open access policy
ISSN 1940-0675
Publication date 1982-01-01
Sub-type Article (original research)
DOI 10.1080/00220671.1982.10885405
Volume 75
Issue 6
Start page 333
End page 338
Total pages 6
Subject 3304 Education
Abstract This study examined the relationship between task involvement and instructional approaches of differing complexity. Observation of 106 high school Grade 8 lessons yielded 293 broad segments of lesson activity, which were classified into four types, differing in environmental complexity (Transmission, Practice, Exchange, and Exploration). Statistically significant relationships were found between degree of complexity and student on-task behavior and peer interaction, but no differences relating to segment complexity were found in off-task behavior. The study also found that teacher use of the four segment types was influenced by subject area taught-maths-languages teachers employing more low complexity segments than high complexity ones, and humanities-sciences teachers giving similar emphasis to all segment types. These results shed light on the role of direct instruction, and suggest that teachers’ instructional approaches are adaptive to the informational complexity of classroom activities, in that teachers choose approaches that assist them in processing student behavior cues.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 30 Aug 2016, 13:55:37 EST by System User