量化研究方法 original文献表

题目作者年份关键词研究视角研究结论所载期刊

Conferences&conv ersations: listening to the literate classroom Kaufman,

Douglas

2000 extraordi

nary

teacher

This book provides an inside look at an

extraordinary teacher, Linda Rief--

specifically,how she converses with students

and promotes their conversations among one

another。这本书分为5部分: (1)Values;

(2)Conversations and Time To Listen;

(3)Conferences:Talking Relationships;

(4)Very Different Students; and (5)Reflections.

给学生提供更多的自由去思考、谈论和创造，同时创造一个

有组织、高效并且没有失去控制的课堂；建立能促进学生间

更好、更有效对话的课堂和程序；move beyond formulaic

practices and routines that inhibit individualized and productive

conferences; become a better listener and encourage student

talk in conferences; and encourage students to work

productively on their own.

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A foundation for excellence in teaching

重要的文献Lorraine

A.

Shanoski,

John R.

Hranitz

1991 Outstandi

ng

teachers

向1987--1989年获得年度教师奖的教师发放

Field-tested 问卷调查，回收到来自35个州的

48份。是对1989年研究在国家水平上的扩充。

之前的研究对Pennsylvania年度教师获得者

和提名者的profile. (研究的继承性)

1.16-20年的教龄；

2.教育水平在硕士及以上，把

coursework和课堂需要结合起来；3.undergraduate

GPA 3.0或者更好；4.；10.鼓励学生成为教师。11.如

果必须重复做的话，也会准备好。5.支持导师制、合

作学习、更多的联邦教育aid、whole language, teacher

empowerment, a federal maternal leave policy 和为无

家可归的人的特殊教育系统6.冒险家；7.

8.把subject matter knowledge、

对孩子的关心和爱、

出色的交流沟通技巧作为3个最重要的教师特点。

9.五项教师工作最重要：

挑战和激发学生获得更高的学习目标，

基于学生需要和学习情境选择恰当的学习活动，

积极倾听学生concerns和需要，

在学生的努力方面进行affirm和支持，

检查学生的理解并提供反馈。

校区和教育部应该把卓越教师用作mentors or resource

persons.

Association of

Teacher Educators

National

Conference

New Orleans,

LA

The Teacher as Leader and Teacher Educator James

Rowley

1988 leadershi

p

Rowley uses an adventure metaphor as a means

of examining the role of the classroom teacher

from a leadership perspective.

What was it about being a wilderness guide that made me feel

like a good teacher? Four specific and interrelated factors

seem to surface: A spirit of cooperation,

Journal of Teacher

Education

Four elements characteristic of educational adventures are identified and discussed in terms of their implications for the practice of classroom leadership and for the design of professional programs in teacher education. high levels of engagement,

the capacity to deal with dissonance,

and the emergence of shared meaning.

He argues that creating new leadership positions for teachers can play an important role in bringing about substantive change in schools.

What Is an Outstanding Biology Teacher? Marian

Catherine

McGrann

1981Outstandi

ng

Teacher

单纯叙述，主题鲜明简单。

（奉献；对学生全面发展的积极的兴趣；帮助

学生发现全部潜能、发展自信、意识到内在能

力的使命）

There outstanding biology teacher brings to teaching:

* A dedication to people;

* An active interest in their total development; and

*A commitment to helping them discover their full potential,

develop their self-confidence, and realize their inherent

capacities.

The American

Biology Teacher,

Vol. 43, No. 4

Investigations of Personal and Social Characteristics of Teachers David G.

Ryans,

Edwin

Wandt

1952 Teacher

behaviou

r，后续研

究报告很

多，

教师特点研究(一个项目组)，由美国教育

council赞助、subsidized by the Grant

Foundation,旨在对教师的个人特点和社会特

点的本质和组织有更好的理解，进行了大量相

关研究，其主要目标有两项：1.对教师行为模

式的鉴定identification）及分析;2.用来预测教

师行为的材料materials的发展。

方法：使用课堂观察、自我报告设备、纸笔工

具等多种研究方法

不同研究的几个方面：

一．关于教师关键(critical)行为的研究:

收集各种对有效或无效的教师课堂行为分析报告，然后发展出“关键

的必要条件”列表：定义为对教学成败有重要影响的、可观察的教师

行为或活动。参见Jensen, Alfred C. "Determining Critical

Requirements for Teachers." Journal of Experimental Education.

September, 1951. 20:79-85.

二．观察到的教师行为的因素

三．与小学教师行为相关的情形/条件（conditions）

四．教师态度的研究

五．教师教育观点的研究

六．预测研究

Journal of Teacher

Education

1952 3: 228

How to be an effective teacher 黄绍裘,黄

露丝玛丽

2001 effective

teacher

(Harry K.Wong Rosemary T.Wong ) 1.高效能教师对学生的成功抱有积极的期望

2.

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