|
Sign In to gain access to subscriptions and/or personal tools.
|
Academic Work
Walter Doyle
The University of Texas at Austin
Abstract
This review focuses on the intrinsic character of academic work in elementary and secondry schools and the way that work is experienced by teachers and students in classrooms. The first section contains a review of recent research in cognitive psychology on the intellectual demands of the tasks contained in the school curriculum, with particular attention to the inherent complexity of most of the tasks students encounter. The findings of this research are brought to bear on the issue of direct versus indirect instruction. The second section is directed to studies of how academic work is accomplished in classroom environments. Classrooms appear to shape the content of the curriculum in fundamental ways for all students and especially those who find academic work difficult. In addition, the processes that are likely to have the greatest long-term consequences are the most difficult to teach in classrooms. The paper concludes with an analysis of issues related to improving instruction and extending current directions in research on teaching.
Review of Educational Research, Vol. 53, No. 2,
159-199 (1983)
DOI: 10.3102/00346543053002159
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
D. Mayrowetz
Instructional Practice in the Context of Converging Policies: Teaching Mathematics in Inclusive Elementary Classrooms in the Standards Reform Era
Educational Policy,
July 1, 2009;
23(4):
554 - 588.
[Abstract]
[PDF]
|
|
|
|
|
|
|
O. Sinelnikov and P. Hastie
Teaching sport education to Russian students: An ecological analysis
European Physical Education Review,
June 1, 2008;
14(2):
203 - 222.
[Abstract]
[PDF]
|
|
|
|
|
|
|
P. Grossman and M. McDonald
Back to the Future: Directions for Research in Teaching and Teacher Education
American Educational Research Journal,
March 1, 2008;
45(1):
184 - 205.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
H. Timperley and A. Alton-Lee
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners
Review of Research in Education,
February 1, 2008;
32(1):
328 - 369.
[Full Text]
[PDF]
|
|
|
|
|
|
|
L. Graham, A. Bellert, J. Thomas, and J. Pegg
QuickSmart: A Basic Academic Skills Intervention for Middle School Students with Learning Difficulties
J Learn Disabil,
October 1, 2007;
40(5):
410 - 419.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Hattie and H. Timperley
The Power of Feedback
Review of Educational Research,
March 1, 2007;
77(1):
81 - 112.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
L. P. Blanton, P. T. Sindelar, and V. I. Correa
Models and Measures of Beginning Teacher Quality
Journal of Special Education,
August 1, 2006;
40(2):
115 - 127.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. T. Bellamy, L. Crawford, L. H. Marshall, and G. A. Coulter
The Fail-Safe Schools Challenge: Leadership Possibilities From High Reliability Organizations
Educational Administration Quarterly,
August 1, 2005;
41(3):
383 - 412.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B. A. Bottge
Reconceptualizing Mathematics Problem Solving for Low-Achieving Students
Remedial and Special Education,
March 1, 2001;
22(2):
102 - 112.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. MODELL
How May Children's Development be Seen Historically?
Childhood,
February 1, 2000;
7(1):
81 - 106.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. J. Riehl
The Principal's Role in Creating Inclusive Schools for Diverse Students: A Review of Normative, Empirical, and Critical Literature on the Practice of Educational Administration
Review of Educational Research,
January 1, 2000;
70(1):
55 - 81.
[Abstract]
[PDF]
|
|
|
|
|
|
|
P. Hastie and D. Siedentop
An Ecological Perspective on Physical Education
European Physical Education Review,
February 1, 1999;
5(1):
9 - 30.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. P. Spillane and J. S. Zeuli
Reform and Teaching: Exploring Patterns of Practice in the Context of National and State Mathematics Reforms
Educational Evaluation and Policy Analysis,
January 1, 1999;
21(1):
1 - 27.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. H. Sacks and J. R. Mergendoller
The Relationship Between Teachers' Theoretical Orientation Toward Reading and Student Outcomes in Kindergarten Children With Different Initial Reading Abilities
American Educational Research Journal,
January 1, 1997;
34(4):
721 - 739.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. R. Mergendoller
Moving From Technological Possibility to Richer Student Learning: Revitalized Infrastructure and Reconstructed Pedagogy
Educational Researcher,
November 1, 1996;
25(8):
43 - 45.
[PDF]
|
|
|
|
|
|
|
M. K. Stein, B. W. Grover, and M. Henningsen
Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms
American Educational Research Journal,
January 1, 1996;
33(2):
455 - 488.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. L. Butler and P. H. Winne
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Review of Educational Research,
January 1, 1995;
65(3):
245 - 281.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. Greene and J. M. Ackerman
Expanding the Constructivist Metaphor: A Rhetorical Perspective on Literacy Research and Practice
Review of Educational Research,
January 1, 1995;
65(4):
383 - 420.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. L. Burden
Trends and Developments in Educational Psychology: An International Perspective
School Psychology International,
November 1, 1994;
15(4):
293 - 347.
[Abstract]
|
|
|
|
|
|
|
J. West
Teaching Public Personnel Management in Three Types of Higher Educational Institutions
Review of Public Personnel Administration,
October 1, 1994;
14(4):
22 - 38.
[PDF]
|
|
|
|
|
|
|
P. R. Pintrich, R. W. Roeser, and E. A. M. de Groot
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
The Journal of Early Adolescence,
May 1, 1994;
14(2):
139 - 161.
[Abstract]
|
|
|
|
|
|
|
L. F. Winfield and M. D. Woodard
Assessment, Equity, and Diversity in Reforming America's Schools
Educational Policy,
March 1, 1994;
8(1):
3 - 27.
[Abstract]
|
|
|
|
|
|
|
D. Howard-Rose and C. Rose
Students' Adaptation to Task Environments in Resource Room and Regular Class Settings
Journal of Special Education,
January 1, 1994;
28(1):
3 - 26.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. S. Meloth and P. D. Deering
Task Talk and Task Awareness Under Different Cooperative Learning Conditions
American Educational Research Journal,
January 1, 1994;
31(1):
138 - 165.
[Abstract]
[PDF]
|
|
|
|
|
|
|
P. L. Grossman and S. S. Stodolsky
Chapter 4: Considerations of Content and the Circumstances of Secondary School Teaching
Review of Research in Education,
January 1, 1994;
20(1):
179 - 221.
[PDF]
|
|
|
|
|
|
|
A. M. Hofmeister
Elitism and Reform in School Mathematics
Remedial and Special Education,
November 1, 1993;
14(6):
8 - 13.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Walsh
The Promise and Pitfalls of Integrated Strategy Instruction
J Learn Disabil,
August 1, 1993;
26(7):
438 - 442.
[PDF]
|
|
|
|
|
|
|
R. I. Parker
Comments on Ellis's Integrative Strategy Instruction Model
J Learn Disabil,
August 1, 1993;
26(7):
443 - 447.
[PDF]
|
|
|
|
|
|
|
M. NYSTRAND, S. GREENE, and J. WIEMELT
Where did Composition Studies Come from?: An Intellectual History
Written Communication,
July 1, 1993;
10(3):
267 - 333.
[Abstract]
|
|
|
|
|
|
|
J. Hiebert and D. Wearne
Instructional Tasks, Classroom Discourse, and Students' Learning in Second-Grade Arithmetic
American Educational Research Journal,
January 1, 1993;
30(2):
393 - 425.
[Abstract]
[PDF]
|
|
|
|
|
|
|
O. Lee and C. W. Anderson
Task Engagement and Conceptual Change in Middle School Science Classrooms
American Educational Research Journal,
January 1, 1993;
30(3):
585 - 610.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. Nuthall and A. Alton-Lee
Predicting Learning From Student Experience of Teaching: A Theory of Student Knowledge Construction in Classrooms
American Educational Research Journal,
January 1, 1993;
30(4):
799 - 840.
[Abstract]
[PDF]
|
|
|
|
|
|
|
P. R. Pintrich, R. W. Marx, and R. A. Boyle
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
Review of Educational Research,
January 1, 1993;
63(2):
167 - 199.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Mccaslin and T. S L. Good
Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform
Educational Researcher,
April 1, 1992;
21(3):
4 - 17.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. M. Kagan
Professional Growth Among Preservice and Beginning Teachers
Review of Educational Research,
January 1, 1992;
62(2):
129 - 169.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B. Grossen
The Fundamental Skills of Higher Order Thinking
J Learn Disabil,
June 1, 1991;
24(6):
343 - 353.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Woodward
Procedural Knowledge in Mathematics: The Role of the Curriculum
J Learn Disabil,
April 1, 1991;
24(4):
242 - 251.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. A. Dole, G. G. Duffy, L. R. Roehler, and P. D. Pearson
Moving From the Old to the New: Research on Reading Comprehension Instruction
Review of Educational Research,
January 1, 1991;
61(2):
239 - 264.
[Abstract]
[PDF]
|
|
|
|
|
|
|
P. A. Alexander, D. L. Schallert, and V. C. Hare
Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge
Review of Educational Research,
January 1, 1991;
61(3):
315 - 343.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. F. Cawley, J. H. Miller, and S. C. Carr
An Examination of the Reading Performance of Students with Mild Educational Handicaps or Learning Disabilities
J Learn Disabil,
May 1, 1990;
23(5):
284 - 290.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Mackworth-Young
Pupil-Centred Learning in Piano Lessons: An Evaluated Action-Research Programme Focusing on the Psychology of the Individual
Psychology of Music,
April 1, 1990;
18(1):
73 - 86.
[Abstract]
|
|
|
|
|
|
|
J. F. Cawley and R. S. Parmar
Issues in Mathematics Curriculum for Handicapped Students
Intervention in School and Clinic,
March 1, 1990;
25(4):
507 - 521.
[PDF]
|
|
|
|
|
|
|
C. Bereiter
Aspects of an Educational Learning Theory
Review of Educational Research,
January 1, 1990;
60(4):
603 - 624.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. F. Cawley and J. H. Miller
Cross-Sectional Comparisons of the Mathematical Performance of Children with Learning Disabilities: Are We on the Right Track Toward Comprehensive Programming?
J Learn Disabil,
April 1, 1989;
22(4):
250 - 254.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. Hollingsworth
Prior Beliefs and Cognitive Change in Learning to Teach
American Educational Research Journal,
January 1, 1989;
26(2):
160 - 189.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. J. Freeman
State Guidelines Promoting Teaching for Understanding and Thinking in Elementary Schools: A 50-State Survey
Educational Evaluation and Policy Analysis,
January 1, 1989;
11(4):
417 - 429.
[Abstract]
[PDF]
|
|
|
|
|
|
|
H. H. Marshall
Work or Learning Implications of Classroom Metaphors
Educational Researcher,
December 1, 1988;
17(9):
9 - 16.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Henderson
A Curriculum Response to the Knowledge Base Reform Movement
Journal of Teacher Education,
September 1, 1988;
39(5):
13 - 17.
[Abstract]
|
|
|
|
|
|
|
J. Woodward, D. Carnine, and R. Gersten
Teaching Problem Solving Through Computer Simulations
American Educational Research Journal,
January 1, 1988;
25(1):
72 - 86.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. E. Miller, G. Leinhardt, and N. Zigmond
Influencing Engagement Through Accommodation: An Ethnographic Study of At-Risk Students
American Educational Research Journal,
January 1, 1988;
25(4):
465 - 487.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B.-S. Eylon and M. C. Linn
Learning and Instruction: An Examination of Four Research Perspectives in Science Education
Review of Educational Research,
January 1, 1988;
58(3):
251 - 301.
[Abstract]
[PDF]
|
|
|
|
|
|
|
T. J. Crooks
The Impact of Classroom Evaluation Practices on Students
Review of Educational Research,
January 1, 1988;
58(4):
438 - 481.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. T. Bossert
Chapter 6: Cooperative Activities in the Classroom
Review of Research in Education,
January 1, 1988;
15(1):
225 - 250.
[PDF]
|
|
|
|
|
|
|
K. Tobin
The Role of Wait Time in Higher Cognitive Level Learning
Review of Educational Research,
January 1, 1987;
57(1):
69 - 95.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. T. Clift and A. R. Warner
University Contributions to the Education of Teachers
Journal of Teacher Education,
March 1, 1986;
37(2):
32 - 36.
[Abstract]
|
|
|
|
|
|
|
S. G. Paris, K. K. Wixson, and A. S. Palincsar
Chapter 3: Instructional Approaches to Reading Comprehension
Review of Research in Education,
January 1, 1986;
13(1):
91 - 128.
[PDF]
|
|
|
|
|
|
|
W. C. Parker and N. J. Gehrke
Learning Activities and Teachers' Decisionmaking: Some Grounded Hypotheses
American Educational Research Journal,
January 1, 1986;
23(2):
227 - 242.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. D. Allen
Classroom Management: Students' Perspectives, Goals, and Strategies
American Educational Research Journal,
January 1, 1986;
23(3):
437 - 459.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Cadwell and J. Jenkins
Teachers' Judgments About Their Students: The Effect of Cognitive Simplification Strategies on the Rating Process
American Educational Research Journal,
January 1, 1986;
23(3):
460 - 475.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. Graham
Teaching Basic Academic Skills to Learning Disabled Students: A Model of the Teaching-Learning Process
J Learn Disabil,
November 1, 1985;
18(9):
528 - 534.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. R. Howey
Six Major Functions of Staff Development: An Expanded Imperative
Journal of Teacher Education,
January 1, 1985;
36(1):
58 - 64.
[Abstract]
|
|
|
|
|
|
|
K. Carter
Do Teachers Understand Principles for Writing Tests ?
Journal of Teacher Education,
November 1, 1984;
35(6):
57 - 60.
[Abstract]
|
|
|
|
|
|
|
N. Frederiksen
Implications of Cognitive Theory for Instruction in Problem Solving
Review of Educational Research,
January 1, 1984;
54(3):
363 - 407.
[Abstract]
[PDF]
|
|
|
|
|
