47
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

The Activity Structure of Lesson Segments

&
Pages 31-53 | Published online: 15 Dec 2014

REFERENCES

  • Abelson, R. “Psychological status of the script concept.” American Psychologist 36 (1981): 715–729.
  • Anderson, C. “The search for school climate: A review of the research.” Review of Educational Research 52 (1982): 368–420.
  • Arlin, M. “Teacher transitions can disrupt time flow in classrooms.” American Educational Research Journal 16 (1979): 42–56.
  • Barker, R. (Ed.). The stream of behavior. New York: Meredith, 1963.
  • Barker, R. Ecological psychology: Concepts and methods for studying the environment of human behavior. Stanford: Stanford University Press, 1968.
  • Barker, R. and Gump, P. (Eds.). Big school, small school. Stanford: Stanford University Press, 1964.
  • Barker, R. and Wright, H. One boy's day. New York: Harper & Row, 1951.
  • Barker, R. and Wright, H. Midwest and its children. New York: Harper & Row, 1955.
  • Barr, A., Burton, W., and Brueckner, L. Supervision: Principles and practices in the improvement of instruction. New York: Appleton-Century, 1938.
  • Barr, R. and Dreeben, R. “Instruction in classrooms.” Review of Research in Education 5 (1977): 89–162.
  • Barr, R. and Dreeben, R., with Wiratchai, N. How schools work. Chicago: University of Chicago Press, 1983.
  • Berliner, D. “Impediments to the study of teacher effectiveness.” Journal of Teacher Education 27 (1976): 5–13.
  • Berliner, D. “Studying instruction in the elementary classroom.” In R. Dreeben and J. Thomas (Eds.), The analysis of educational productivity. Cambridge: Ballinger, 1980.
  • Berliner, D. “Developing conceptions of classroom environments: Some light on the T in classroom studies of ATI.” Educational Psychologist 18 (1983): 1–13.
  • Berliner, D. and Rosenshine, B. “The acquisition of knowledge in the classroom.” In R. Anderson, R. Spiro, and W. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale: Lawrence Erlbaum, 1977.
  • Blumenfeld, P., Mergendoller, J., and Swarthout, D. “Tasks as heuristics for understanding student learning and motivation.” Journal of Curriculum Studies, in press.
  • Bossert, S. Tasks and social relationships in classrooms: A study of instructional organization and its consequences. Cambridge: Cambridge University Press, 1979.
  • Brophy, J. and Evertson, C. “Context variables in teaching.” Educational Psychologist 12 (1978): 310–316.
  • Brophy, J., Evertson, C., Baum, M., Anderson, L., and Crawford, W. “Grade level and sex of student as context variables in elementary school.” Journal of Classroom Interaction 14(1979): 11–17.
  • Burns, R. “How time is used in elementary schools: The activity structure of classrooms.” In L. Anderson (Ed.), Time and school learning: Theory, research, and practice. London: Croom Helm, 1984a.
  • Burns, R. “The process and context of teaching: A conceptual framework.” In D. Ryan and L. Anderson (Eds.), Rethinking research on teaching: Lessons learned from an international study. [Special issue]. Evaluation in Education: An International Review Series 8 (1984b): 95–112.
  • Burns, R. and Lash, A. A study of teacher's planning and delivery of problem solving instruction in seventh-grade mathematics. (Final Report). Washington DC: National Institute of Education, 1984.
  • Buss, A. “On the relationship between the psychological environment and the development of individual differences in abilities.” Intelligence 1 (1977): 192–207.
  • Clark, C. and Peterson, P. “Teachers' thought processes.” In M. Wittrock (Ed.), Handbook of research on teaching. (Third Edition). New York: Macmillan, 1986.
  • Cooley, W. and Lohnes, P. Evaluation research in education. New York: Irvington Publishers, 1976.
  • Cronbach, L. and Snow, R. Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington, 1977.
  • Cuban, L. How teachers taught. New York: Longman, 1984.
  • Doyle, W. “Paradigms for research on teacher effectiveness.” Review of Research in Education 5 (1977): 163–198.
  • Doyle, W. “Making managerial decisions in classrooms.” In D. Duke (Ed.), Classroom management. Chicago: University of Chicago Press, 1979a.
  • Doyle, W. “Classroom tasks and student abilities.” In P. Peterson and H. Walberg (Eds.), Research on teaching. Berkeley: McCutchan, 1979b.
  • Doyle, W. “Research on classroom contexts.” Journal of Teacher Education 32 (1981): 3–6.
  • Doyle, W. “Academic work.” Review of Educational Research 53 (1983): 159–199.
  • Doyle, W. “How order is achieved in classrooms: An interim report.” Journal of Curriculum Studies 16 (1984): 259–277.
  • Doyle, W. “Classroom organization and management.” In M. Wittrock (Ed.), Handbook of research on teaching. (Third Edition). New York: Macmillan, 1986.
  • Doyle, W. and Carter, W. “Academic tasks in classrooms.” Curriculum Inquiry 14(1984): 129–149.
  • Doyle, W. and Sanford, J. Managing students' work in secondary classrooms: Practical lessons from a study of classroom tasks. (R&D Report 6193). Austin: Research and Development Center for Teacher Education, The University of Texas at Austin, 1985.
  • Fisher, C. and Berliner, D. “Clinical inquiry on classroom teaching and learning.” Journal of Teacher Education 30 (1979): 42–48.
  • Fisher, C., Berliner, D., Filby, N., Marliave, R., Cahen, L., and Dishaw, M. “Teacher behaviors, academic learning time, and student achievement: An overview.” In C. Denham and A. Lieberman (Eds.), Time to learn. Washington, DC: National Institute of Education, 1980.
  • Fleishman, E. “Toward a taxonomy of human performance.” American Psychologist 30 (1975): 1127–1149.
  • Fleishman, E. and Quaintance, M., with the assistance of L. Broedling. Taxonomies of human performance: The description of human tasks. Orlando: Academic, 1984.
  • Fredericksen, N. “Toward a taxonomy of situations.” American Psychologist 27 (1972): 114–123.
  • Gael, S. Job Analysis: A guide to assessing work activities. San Francisco: Jossey-Bass, 1983.
  • Gibson, J. The concept of the stimulus of psychology. American Psychologist 15 (1960): 694–703.
  • Goodlad, J. A place called school. New York: McGraw-Hill, 1984.
  • Grannis, J. “Task engagement and the consistency of pedagogical controls: An ecological study of differently structured classroom settings.” Curriculum Inquiry 8 (1978): 3–36.
  • Gump, P. “Environmental guidance of the classroom behavioral system.” In B. Biddle and W. Ellena (Eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 1964.
  • Gump, P. The classroom behavior setting: Its nature and relation to student behavior. (Final Report). Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education. (ERIC ED 015 515), 1967.
  • Gump, P. “Persons, settings, and larger contexts.” In B. Indik and F. Berrien (Eds.), People, groups, and organizations. New York: Teachers College Press, 1968.
  • Gump, P. “What's happening in the elementary classroom?” In I. Westbury and A. Bellack (Eds.), Research into classroom processes: Recent developments and next steps. New York: Teachers College Press, 1971.
  • Gump, P. “School environments.” In I. Altman and J. Wohwill (Eds.), Children and the environment. New York: Plenum, 1978.
  • Gump, P. “The school as a social system.” Annual Review of Psychology 31 (1980): 553–582.
  • Gump, P. “School settings and their keeping.” In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria: Association for Supervision and Curriculum Development, 1982.
  • Gump, P. “School and classroom environments.” In I. Altman and D. Stokols (Eds.), Handbook of environmental psychology. New York: Wiley, in press.
  • Gump, P. and Ross, R. “The fit of milieu and programme in school environments.” In H. McGurk (Ed.), Ecological factors in human development. Amsterdam: North-Holland, 1977.
  • Herbert, J. A system for analyzing lessons. New York: Teachers College Press, 1967.
  • Hoetker, J. and Ahlbrand, W. “The persistence of the recitation.” American Educational Research Journal 6 (1969): 145–167.
  • Jackson, P. Life in classrooms. New York: Holt, Rinehart, and Winston, 1968.
  • Kounin, J. and Sherman, H. “School environments as behavior settings.” Theory into Practice 18 (1979): 145–151.
  • Leinhardt, G. “Modeling and measuring educational treatment in evaluation.” Review of Educational Research 50 (1980): 393–420.
  • Leinhardt, G. Routines in expert math teachers' thought and actions. Paper presented at the annual meeting of the American Educational Research Association, Montreal, April 1983.
  • Leinhardt, G., Weidman, C., and Hammond, K. Introduction and integration of classroom routines by expert teachers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1984.
  • Leinhardt, G., and Greeno, J. The cognitive skill of teaching. Journal of Educational Psychology 78 (1986): 75–95.
  • Mandeville, G. “Reanalyzing teaching research data: Problems and promises.” In D. Ryan and L. Anderson (Eds.), Rethinking research on teaching: Lessons learned from an international study. [Special issue]. Evaluation in Education: An International Review Series 8 (1984): 153–166.
  • Mandler, J. Stories, scripts, and scenes: Aspects of schema theory. Hillsdale: Lawrence Erlbaum, 1984.
  • Moos, R. “Conceptualizations of human environments.” American Psychologist 28 (1973): 652–665.
  • Moos, R. Evaluating educational environments. San Francisco: Jossey-Bass Publishers, 1979.
  • Pervin, L. “Definitions, measurements, and classifications of stimuli, situations, and environments.” Human Ecology 6 (1978): 71–105.
  • Ross, R. “Classroom segments: The structuring of school time.” In L. Anderson (Ed.), Time and school learning: Theory, research, and practice. London: Croom Helm, 1984.
  • Schank, R. and Abelson, R. Scripts, plans, goals, and understanding. Hillsdale: Lawrence Erlbaum, 1977.
  • Scott, M. “Some parameters of teacher effectiveness as assessed by an ecological approach.” Journal of Educational Psychology 69 (1977): 217–226.
  • Sells, D. “Dimensions of stimulus situations which account for behavior variance.” In S. Sells (Ed.), Stimulus determinants of behavior. New York: Ronald, 1963.
  • Shaver, J. “The verification of independent variables in teaching methods research.” Educational Researcher 12 (1983): 3–9.
  • Stodolsky, S. Classroom activity structures in the fifth grade. (Final Report). Washington, DC: National Institute of Education. (ERIC ED 242 412), 1983.
  • Stodolsky, S. “Teacher evaluation: The limits of looking.” Educational Researcher 13 (1984a): 11–18.
  • Stodolsky, S. “Frameworks for studying instructional processes in peer workgroups.” In P. Peterson, L. Wilkinson, and M. Hallinan (Eds.), The social context of instruction: Group organization and group processes. New York: Academic, 1984b.
  • Stodolsky, S., Ferguson, T., and Wimpleberg, K. “The recitation persists, but what does it look like?” Journal of Curriculum Studies 13 (1981): 121–130.
  • Tikunoff, W. and Ward B. “Insuring reliability and validity in competency assessment.” Journal of Teacher Education 29 (1978): 33–37.
  • Westbury, I. “Conventional classrooms, open classrooms, and the technology of teaching.” Journal of Curriculum Studies 5 (1973): 99–121.
  • Wicker, A. An introduction to ecological psychology. Monterey: Brooks/Cole, 1979.
  • Wright, H. Recording and analyzing child behavior. New York: Harper and Row, 1967.
  • Wright, H., Barker, R., Nall, J., and Schoggen, P. “Toward a psychological ecology of the classroom.” Journal of Educational Research 45 (1951): 187–200.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.