Curriculum and Instruction: Theory versus Practice in Selected Public School Settings.

Autor/in	Annarino, Anthony A.
Titel	Curriculum and Instruction: Theory versus Practice in Selected Public School Settings.
Quelle	(1983), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Responsibility; Discipline Problems; Educational Theories; Elementary Secondary Education; Physical Education Teachers; Role Conflict; Student Behavior; Teacher Attitudes; Teacher Behavior; Teacher Burnout; Teacher Education; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Rollenkonflikt; Student behaviour; Schülerverhalten; Lehrerverhalten; Teacher behaviour; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	A comparative analysis of theoretical statements and school setting practices in physical education classes revealed gaps between theory and practice. Data were gathered through observation of 123 elementary and secondary school classes, and questionnaires submitted to teachers, administrators, and students. Problems identified as directly or indirectly influencing curriculum, teacher effectiveness, teaching behaviors, and student outcomes included: time and requirement constraints; socioeconomic conditions; lack of administrative and community support; availability of facilities and equipment; teaching load; inadequate preparation time; teacher-coach role conflict; rewards, satisfaction, and reinforcement for teaching; interpersonal relationships; the teacher's image; teacher burnout; disruptive student behavior; and student, administrator, and community apathy. Results indicate that teacher educators must search for new knowledge related to curriculum and instructional theories and develop an awareness and sensitivity for critical problems facing classroom teachers. Tables supply a list of theoretical statements on curriculum and instruction compared with observations of actual school setting practices. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC