WorldCat Identities

Bellack, Arno A.

Overview
Works: 18 works in 98 publications in 3 languages and 2,258 library holdings
Genres: Juvenile works  Pictorial works  History 
Roles: Editor, Author
Classifications: LB1620, 371.30282
Publication Timeline
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Most widely held works by Arno A Bellack
The language of the classroom by Arno A Bellack( Book )

18 editions published between 1966 and 1973 in English and held by 587 WorldCat member libraries worldwide

Curriculum and evaluation( Book )

6 editions published in 1977 in English and held by 529 WorldCat member libraries worldwide

Theory and research in teaching by Arno A Bellack( Book )

27 editions published between 1963 and 1970 in 3 languages and held by 490 WorldCat member libraries worldwide

Research into classroom processes; recent developments and next steps by Ian Westbury( Book )

14 editions published between 1971 and 1974 in English and held by 445 WorldCat member libraries worldwide

Die Sprache im Klassenzimmer by Arno A Bellack( Book )

6 editions published in 1974 in German and held by 81 WorldCat member libraries worldwide

The language of the classroom; meanings communicated in high school teaching by Arno A Bellack( Book )

2 editions published in 1963 in English and held by 72 WorldCat member libraries worldwide

Competing ideologies in research on teaching by Arno A Bellack( Book )

4 editions published in 1978 in English and held by 10 WorldCat member libraries worldwide

The language of the classroom by Arno A Bellack( Book )

6 editions published in 1965 in English and held by 9 WorldCat member libraries worldwide

Analysis of verbal classroom activity was made in high school classes. Techniques for recoding, coding and analyzing activity were discussed in detail in phase one. It was found that despite the lack of specified rules and despite individual differences in teaching philosophies of teachers, and although classes differ somewhat in details, common elements underlie much of the teaching game, in that pupils and teachers follow a set of implicit rules with few deviations. The basic verbal maneuvers that the teacher and the pupil make in playing the game are pedagogical moves--structuring and soliciting, which are initiatory moves, and responding and reacting, which are reflexive moves. Soliciting, responding, and reacting each account for slightly less than one third of the moves in a given classroom and structuring accounts for the remaining small fraction of moves. The teacher is the most active player in the game and discussion takes place within the substantive framework of the teacher's structuring. Players generally use the empirical mode of thought (fact stating and explaining) rather than the analytic mode (defining terms and interpreting statements) in dealing with the substantive material under discussion. The frequency of evaluative statements (opinioning and justifying) is also relatively low. As the chief solicitor, the teacher normally attempts to keep the game in focus by using three types of moves--substantive task/explaining/construction, substantive task/fact-stating/ construction, and instructional task/perform oral/ constructing. High school teachers have found the "teacher soliciting- pupil responding- teacher reacting" pattern of instruction to be the most effective method of instruction
The language of the classroom; meanings communicated in high school teaching by Arno A Bellack( Book )

4 editions published in 1963 in English and held by 7 WorldCat member libraries worldwide

A methodology was developed to describe the language of the classroom by considering--(1) pedagogical moves of structuring, soliciting, responding, and reacting, (2) substantive meanings, (3) substantive-logical meanings, (4) instructional meanings, and (5) instructional-logical meanings. A procedure was also developed for characterizing the overall emotional style of discourse utilizing the concepts of valence, potency or strength, and activity. Data were collected from a unit of instruction on international economic problems presented by 15 high school teachers to 345 students in senior high school classes. Measures of knowledge and attitudes were utilized, and the four class sessions comprising the unit were tape recorded in each of the 15 classes. Content analysis of transcriptions revealed the various kinds of meanings conveyed by the linguistic behaviors of both teachers and pupils. Statistical analyses were made of these results. The data revealed a consistent and remarkably stable pattern of pedagogical discourse. No apparent relation was found between the valence, I.E., pleasantness or unpleasantness, or the meanings expressed by the teacher and subsequent learning of the pupils. It was recommended that subsequent research should consider the consequences of the variables in classroom language which were defined in this study. (Jm)
The Language of the Classroom. Meanings communicated in high school teaching. [By] A.A. Bellack [and others], etc by Arno A Bellack( Book )

3 editions published in 1963 in English and held by 4 WorldCat member libraries worldwide

The Language of the classroom. Meanings communicated in high school teaching. Part two, etc by Arno A Bellack( Book )

1 edition published in 1965 in English and held by 2 WorldCat member libraries worldwide

The curriculum field, historical perspectives by Arno A Bellack( Recording )

1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide

Our working world recorded lessons by Lawrence Senesh( Book )

in English and held by 1 WorldCat member library worldwide

Art of China, Korea, and Japan by Arno A Bellack( Book )

in English and held by 1 WorldCat member library worldwide

Our working world by Lawrence Senesh( Visual )

in English and held by 1 WorldCat member library worldwide

Our working world; families at work by Lawrence Senesh( Book )

1 edition published in 1971 in English and held by 1 WorldCat member library worldwide

Mirrors for behavior : an anthology of classroom observation instruments( Book )

1 edition published in 1967 in English and held by 1 WorldCat member library worldwide

Methods for Observing Classroom Behavior of Teachers and Students by Arno A Bellack( Book )

1 edition published in 1968 in English and held by 1 WorldCat member library worldwide

During the 60's, systems for the observation of classroom behavior have become an important area of educational research. Many new systems have been devised both for the evaluation of teaching techniques and for basic research into teaching processes. In the development of such systems the investigator must determine what behaviors are to be observed. This in turn requires such considerations as dimensions of classroom behavior, types of observation systems, and units of behavior. The second task of the investigator is to decide how the observations are to be carried out, E. G., recording and coding of behavior, reliability of coding, and statistical analysis. Three illustrations of observation systems are: Flander's system of classroom interaction analysis (affective dimensions), Bellack's observation of classroom discourse system (cognitive dimensions), and Oliver and Shaver's observational system for analyzing styles of teaching (affective and cognitive dimensions). The range of applicability of many observation techniques is limited and many investigators feel the need to devise their own. This has its drawbacks for comparisons even though the current state of the art often makes it necessary. (Djb)
 
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