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The Influence of Class Size on the Planning, Decision Making, Concerns, and Instructional Behaviors of Experienced and Inexperienced Teachers

Ha-Young Kim|Lynn Dale Housner
국민체육진흥공단 한국스포츠과학원 (Korea Institute of Sport Science)|2010.12|IJASS(International Journal of Applied Sports Sciences)|제22권 제2호|pp. 77-95|DOI 10.24985/ijass.2010.22.2.77

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참고문헌

키워드

Think-aloudTeaching behaviorsLearning behaviorsStimulated recallWVUTES
주제분류기타예술체육

초록

The cut-off date used in selecting athletes for competitive sports may This study examined the decision making processes employed by two highly experienced teachers (HETs) and two less experienced teachers (LETs) as they planned for and taught lessons to classes with small (n=15-16) and large numbers (n=30-31) of students. The purposes of the study were to describe teachers’ concerns and interactive decision making process associated with planning and teaching lessons for classes of different sizes and to investigate the influence of class size on teaching and learning behaviors. Both qualitative and quantitative methods were used including thinking-aloud, stimulated-recall, interviews, and West Virginia University Teaching Evaluation System. The findings indicated that smaller classes were beneficial; particularly for LETs. Class size was important for planning, specifically for selecting contents and organizing instruction. HETs used multiple formations to deal with variations in class size. However, LETs tended to use a single teaching format (either station or cohort) regardless of class size

Abstract

The cut-off date used in selecting athletes for competitive sports may This study examined the decision making processes employed by two highly experienced teachers (HETs) and two less experienced teachers (LETs) as they planned for and taught lessons to classes with small (n=15-16) and large numbers (n=30-31) of students. The purposes of the study were to describe teachers’ concerns and interactive decision making process associated with planning and teaching lessons for classes of different sizes and to investigate the influence of class size on teaching and learning behaviors. Both qualitative and quantitative methods were used including thinking-aloud, stimulated-recall, interviews, and West Virginia University Teaching Evaluation System. The findings indicated that smaller classes were beneficial; particularly for LETs. Class size was important for planning, specifically for selecting contents and organizing instruction. HETs used multiple formations to deal with variations in class size. However, LETs tended to use a single teaching format (either station or cohort) regardless of class size

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