Abstract
During the past four decades Bruce Joyce has been inquiring into the impact of teaching on student learning. In particular he has been concerned to search out, research and describe those teaching strategies or models that accelerate the knowledge acquisition and learning potential of students. His exposition of the wide range of ‘Models of Teaching’ that do just that is well known. In this chapter Joyce together with Emily Calhoun summarise this long term and large scale enquiry by addressing four key issues. First, whether the research on teaching has produced knowledge on how to teach that is valid and generalisable. Second, they critique the role of recitation as the dominant mode of classroom transaction. Third, they describe a range of models that enhance the teacher’s control of and impact on enhanced student learning. Finally Joyce and Calhoun demonstrate that the self-conscious and strategic application of teaching models within the curriculum can compensate for the predictable disadvantages in terms of learning and achievement often associated with a student’s gender, socioeconomic status and ethnicity. They conclude by calling for making the ongoing inquiry into teaching and learning the centrepiece of school improvement.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Almy, M. (1970). Logical thinking in the second grade. New York: Teachers College Press.
Atkinson, R. (1975). Nemotechnics in second language learning. American Psychologist, 30, 821–828.
Becker, W., & Gersten, R. (1982). A followup of Follow Through: The later effects of the direct instruction model on children in the fifth and sixth grades. American Educational Research Journal, 19(1), 75–92.
Bellack, A. (1962). The Language of the classroom. New York: Teachers College Press.
Bereiter, C. (1994, October). Constructivism, socioculturalism, and Popper’s World 3. Educational Researcher, 23(7), 21ñ23.
Bloom, B. S. (1984). The 2 sigma problem: The search for group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4–16.
Bonsangue, M. (1993). Long term effects of the Calculus Workshop Model. Cooperative Learning, 13(3), 19–20.
Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53(4), 499–518.
Brophy, J. E., & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (3rd Edition, pp. 328–375). New York: Macmillan Publishing Co.
Bruner, J. (1961). The Process of education. Cambridge: Harvard University Press.
Calderon, M., Hertz-Lazarowitz, & Tinajero, J. (1991). Adapting CIRC to multi-ethnic and bilingual classrooms. Cooperative Learning, 12, 17–20.
Coleman, J., Campbell, E., Hobson, C., McPortland, J., Mood, A., Weinfield, E., & York, R. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office.
Collins, K. (1969). The importance of strong confrontation in an inquiry model of teaching. School Science and Mathematics, 69,(7), 615–617.
Edelsky, C. (1990). Whose agenda is it anyway? Educational Researcher, 19(8), 7–10.
Elefant, E. (1980). Deaf children in an inquiry training program. The Volta Review, 82, 271–279.
El-Nemr, M. A. (1979). Meta-analysis of the outcomes of teaching biology as inquiry. Unpublished doctoral dissertation, University of Colorado, Boulder.
Feeley, T. (1972). The concept of inquiry in the social studies. Ph.D thesis, Stanford University.
Gage, N. L. (1997). Competing visions of what educational researchers should do. Educational Researcher, 26(4).
Glass, G. V. (1982). Meta-analysis: An approach to the synthesis of research results. Journal of Research in Science Teaching, 19(2), 93–112.
Goodlad, J., & Klein, F. (1970). Looking behind the classroom door. Worthington, Ohio: Charles Jones.
Hertz-Lazarowitz, R. (1993). Using group investigation to enhance Arab-Jewish relationships. Cooperative Learning, 11(2), 13–14.
Hillocks, G. (1987). Synthesis of research on teaching writing. Educational Leadership, 44(8), 71–82.
Hoetker, J., & Ahlbrand, W. (1969). The presistence of the recitation. American Educational Research Journal, 6, 145–167.
Hopkins, D. (1987). Improving the quality of schooling. Lewes: Falmer.
Ivany, G. (1969). The Assessment of Verbal Inquiry in Elementary School Science. Science Education, 53(4), 287 93.
Johnson, D. W., & Johnson, R. T. (1979). Conflict in the classroom: Controversy in learning. Review of Educational Research, 49(1), 51–70.
Johnson, D. W., & Johnson, R. T. (1981). Effects of cooperative and individualistic learning experiences on inter-ethnic interaction. Journal of Educational Psychology, 73(3), 444–449.
Johnson, D. W., Maruyana, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47–62.
Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone. Englewood Cliffs, N.J.: Prentice Hall, Inc.
Johnson, D. W., & Johnson, R. T. (1993). Circles of learning. Edina, Minn: Interaction Book Company
Johnson, D. W., & Johnson, R. T. (1994). Leading the cooperative school. Edina, Minn.: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1990). Cooperation and competition: Theory and research. Edina, Minn.: Interaction Book Company.
Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure: Cooperative, competitive, or individualistic. Review of Educational Research, 44, 213–240.
Johnson, D., & Johnson, R. (1996). Conflict resolution and peer mediated programs in elementary and secondary schools: a review of the research. Review of Educational Research, 66 (4), 459–506.
Joyce, B., & Calhoun, E. (Eds.). (1996). Learning experiences in school renewal. Eugene, Oregon: The ERIC Clearinghouse on Educational Management.
Joyce, B., & Calhoun, E. (1997). Creating learning experiences. Alexandria, VA: The Association for Supervision and Curriculum Development.
Joyce, B., & Weil, M. (1996). Models of teaching. Boston: Allyn Bacon.
Joyce, B., Calhoun, E., Halliburton, C., Simser, J., Rust, D., & Carran, N. (1996). University town. In B. Joyce & E. Calhoun (Eds.), Learning experiences in school renewal. Eugene, Oregon: ERIC Clearinghouse
Kaplan, A. (1964). The conduct of inquiry. San Francisco: Chandler.
Levin, M. & Levin, J. (1990). Scientific Mnemonics. American Educational Research Journal, 27, 301–321.
Levin, J. R., McCormick, C., Miller, H., & Berry, J. (1993). Mnemonic versus nonmnemonic strategies for children. American Educational Research Journal, 19(1), 121–136.
Lorayne, H., & Lucas, J. (1974). The memory book. Briercliff Manor, N.Y.: Memory Press.
Medley, D. (1977). Teacher competence and teacher effectiveness. Washington, D.C.: American Association of Colleges of Teacher Education.
National Assessment of Educational Progress (NAEP). (1992). The reading report card. Washington, D.C.: National Center for Educational Statistics, U.S. Department of Education.
Phillips, D. C. (1995). The good, the bad, and the ugly: the many faces of constructivism. Educational Researcher, 24(7), 5–12. Educational Leadership, 53(1), September, 1995
Pressley, M. (1977). Children’s use of the keyword method to learn simple Spanish vocabulary words. Journal of Educational Psychology, 69(5), 465–472.
Pressley, M., & Dennis-Rounds, J. (1980). Transfer of a mnemonic keyword strategy at two age levels. Journal of Educational Psychology, 72(4), 575–582.
Pressley, M., Levin, J. R., & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52(1), 61–91.
Pressley, M., Levin, J., & Ghatala, E. (1984). Memory strategy monitoring in adults and children. Journal of Verbal Learning and Verbal Behavior, 23(2), 270–288.
Rolheiser-Bennett, C. (1986). Four models of teaching: A meta-analysis of student outcomes. Ph.D. thesis, University of Oregon.
Sagan, C. (1995). The demon-haunted world: Science as a candle in the dark. New York: Randon House.
Schrenker, G. (1976). The effects of an inquiry-development program on elementary school children’s science learning. Ph.D. thesis, New York University.
Schwab, J., & Brandwein, P. (1962). The teaching of science. Cambridge, Mass.: Harvard University Press.
Sharan, S., & Shachar, H. (1988). Language and learning in the cooperative classroom. New York: Springer-Verlag.
Showers, B., Murphy, C., & Joyce, B. (1996). The river city program: Staff development becomes school improvement. In B. Joyce, & E. Calhoun (Eds.), Learning experiences in school renewal. Eugene, Oregon: The ERIC Clearinghouse on Educational Management.
Sirotnik, K. (1983). What you see is what you get. Harvard Educational Review, 53(1), 16–31.
Slavin, R. E., & Madden, (1995). Success for all: creating schools and classrooms where all children can read. In J. Oakes, & K. Quartz (Eds.), Creating new educational communities. The ninety-fourth yearbook of the National Society for the Study of Education (pp. 70–86). Chicago: The University of Chicago Press.
Slavin, R. E. (1983). Cooperative learning. New York: Longman, Inc.
Smith, M. L. (1980). Effects of aesthetics educations on basic skills learning. Boulder, Colo.: Laboratory of Educational Research, University of Colorado.
Suchman, R. J. (1981). Idea book for geological inquiry. Trillium Press.
Voss, B. (1982). Summary of research in science education. Columbus, OH: ERIC Clearninghouse for Science, Mathematics and Environmental Education.
Wang, M., Haertel, G., & Walberg, H. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1998 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Joyce, B., Calhoun, E. (1998). The Conduct of Inquiry on Teaching: The Search for Models more Effective than the Recitation. In: Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (eds) International Handbook of Educational Change. Kluwer International Handbooks of Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4944-0_57
Download citation
DOI: https://doi.org/10.1007/978-94-011-4944-0_57
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-6074-5
Online ISBN: 978-94-011-4944-0
eBook Packages: Springer Book Archive