Walter Doyle
Datos Biográficos
| ID | 3828058 |
|---|---|
| NOMBRE | Walter Doyle |
| NOMBRES | Walter |
| APELLIDO | Doyle |
| FIRMA | DOYLE W |
| AFILIACIONES | The University of Texas at Austin |
| VERIFICADO | No |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 143 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1974 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 6 |
Teachers as researchers and the issue of practicality
Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the long-term impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise prac…
Theory and Research on Tasks Revisited
Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years a…
The Practical Turn in Teacher Education
Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching pra…
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Situated Practice
This article provides a situated perspective on the person-centered classroom management practices described in this issue, in order to highlight the special contribution these practices make to sustaining meaningful student engagement in classroom activity. Building on Paul Gump's efforts to conceptualize the classroom environment, the discussion focuses especially on understanding the programs of action embedded in activities as central element…
Heard any really good stories lately? A critique of the critics of narrative in educational research
Children's interpretations of curriculum events
Teacher‐researcher relationships in the study of teaching and teacher education
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of ins…
The Subject Matters
Recent Research on Classroom Management
Few problems associated with teaching receive more attention than classroom management and discipline. In particular, many critics of teacher education claim that the preservice curriculum does not adequately stress the requisite concepts and skills needed for helping prospective teachers prevent and deal with the discipline problems evidenced in classrooms. In this article, Doyle synthesizes the research on classroom management and suggests poss…
Learning to Teach
Doyle provides an overview of the research on learning to teach. He describes how theoretical characteristics of the professional curriculum often con flict with survival needs of prospective and practicing teachers. He further discusses voids in the induction and inservice research literature and notes emerging research directions
Academic Tasks in Classrooms
In recent years there has been a growing interest in the study of classroom that is, regularized patterns for conducting work and processing information in classroom environments (see, for example, Bossert, 1978; Doyle, 1979b, 1981; Gump, 1969; Hammersley, 1974; Kounin and Gump, 1974; Mehan, 1979; Sinclair and Coulthard, 1975; Soar and Soar, 1979; Yinger, 1982). In this type of inquiry, attention is directed to questions of how events in classroo…
Classroom research on matching learning and teaching styles
1984). Classroom research on matching learning and teaching styles. Theory Into Practice: Vol. 23, Matching Teaching and Learning Styles, pp. 20-25
Academic Work
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 res…
Research on Classroom Contexts
Classroom effects
The practicality ethic in teacher decision-making
Learning the Classroom Environment
Effect of intent-action discrepancy and student performance feedback on teacher behavior change
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
Academic Tasks in Classrooms
In recent years there has been a growing interest in the study of classroom that is, regularized patterns for conducting work and processing information in classroom environments (see, for example, Bossert, 1978; Doyle, 1979b, 1981; Gump, 1969; Hammersley, 1974; Kounin and Gump, 1974; Mehan, 1979; Sinclair and Coulthard, 1975; Soar and Soar, 1979; Yinger, 1982). In this type of inquiry, attention is directed to questions of how events in classroo…
Learning the Classroom Environment
Classroom effects
Heard any really good stories lately? A critique of the critics of narrative in educational research
Theory and Research on Tasks Revisited
Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years a…
Research on Classroom Contexts
Classroom research on matching learning and teaching styles
1984). Classroom research on matching learning and teaching styles. Theory Into Practice: Vol. 23, Matching Teaching and Learning Styles, pp. 20-25
The Practical Turn in Teacher Education
Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching pra…
Situated Practice
This article provides a situated perspective on the person-centered classroom management practices described in this issue, in order to highlight the special contribution these practices make to sustaining meaningful student engagement in classroom activity. Building on Paul Gump's efforts to conceptualize the classroom environment, the discussion focuses especially on understanding the programs of action embedded in activities as central element…
Teacher‐researcher relationships in the study of teaching and teacher education
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of ins…
Learning to Teach
Doyle provides an overview of the research on learning to teach. He describes how theoretical characteristics of the professional curriculum often con flict with survival needs of prospective and practicing teachers. He further discusses voids in the induction and inservice research literature and notes emerging research directions
Children's interpretations of curriculum events
Recent Research on Classroom Management
Few problems associated with teaching receive more attention than classroom management and discipline. In particular, many critics of teacher education claim that the preservice curriculum does not adequately stress the requisite concepts and skills needed for helping prospective teachers prevent and deal with the discipline problems evidenced in classrooms. In this article, Doyle synthesizes the research on classroom management and suggests poss…
Effect of intent-action discrepancy and student performance feedback on teacher behavior change
The practicality ethic in teacher decision-making
Learning the Classroom Environment
Classroom effects
Research on Classroom Contexts
Academic Work
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 res…
Academic Tasks in Classrooms
In recent years there has been a growing interest in the study of classroom that is, regularized patterns for conducting work and processing information in classroom environments (see, for example, Bossert, 1978; Doyle, 1979b, 1981; Gump, 1969; Hammersley, 1974; Kounin and Gump, 1974; Mehan, 1979; Sinclair and Coulthard, 1975; Soar and Soar, 1979; Yinger, 1982). In this type of inquiry, attention is directed to questions of how events in classroo…
Classroom research on matching learning and teaching styles
1984). Classroom research on matching learning and teaching styles. Theory Into Practice: Vol. 23, Matching Teaching and Learning Styles, pp. 20-25
Recent Research on Classroom Management
Few problems associated with teaching receive more attention than classroom management and discipline. In particular, many critics of teacher education claim that the preservice curriculum does not adequately stress the requisite concepts and skills needed for helping prospective teachers prevent and deal with the discipline problems evidenced in classrooms. In this article, Doyle synthesizes the research on classroom management and suggests poss…
Learning to Teach
Doyle provides an overview of the research on learning to teach. He describes how theoretical characteristics of the professional curriculum often con flict with survival needs of prospective and practicing teachers. He further discusses voids in the induction and inservice research literature and notes emerging research directions
The Subject Matters
Teacher‐researcher relationships in the study of teaching and teacher education
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of ins…
Heard any really good stories lately? A critique of the critics of narrative in educational research
Children's interpretations of curriculum events
Situated Practice
This article provides a situated perspective on the person-centered classroom management practices described in this issue, in order to highlight the special contribution these practices make to sustaining meaningful student engagement in classroom activity. Building on Paul Gump's efforts to conceptualize the classroom environment, the discussion focuses especially on understanding the programs of action embedded in activities as central element…
How Can We Improve School Discipline
School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behav…
The Practical Turn in Teacher Education
Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching pra…
Theory and Research on Tasks Revisited
Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years a…
Teachers as researchers and the issue of practicality
Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the long-term impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise prac…
Psychology (19 obras) · Pedagogy (18 obras) · Mathematics education (17 obras) · Sociology (11 obras) · Teacher Education and Leadership Studies (9 obras) · Computer Science (6 obras) · Curriculum (5 obras) · Educator Training and Historical Pedagogy (5 obras) · Epistemology (4 obras) · Teacher education (4 obras)