The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Academic Work
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.
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Citations
Cites
Learning Lessons: Social Organization in the Classroom
Mehan, H. (1979) · doi:10.4159/harvard.9780674420106 · Cited by 2,872
Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior
Shavelson, R. J., & Stern, P. (1981) · Review of Educational Research · doi:10.3102/00346543051004455 · Cited by 1,113
The One Best System: A History of American Urban Education
TYACK, D. B. (1974) · doi:10.2307/j.ctv136c61j · Cited by 1,070
Learning as a generative process 1
Wittrock, M. C. (1974) · Educational Psychologist · doi:10.1080/00461527409529129 · Cited by 834
Cited by
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
“101 likelihood that a student can supply an answer and by the accountability climate set up by the teacher and other students (Alton-Lee & Nuthall, 1990, 1998; Doyle, 1983).”
BackgroundThe Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Professional Growth Among Preservice and Beginning Teachers
Kagan, D. M. (1992) · Review of Educational Research · doi:10.3102/00346543062002129 · Cited by 1,960
Metadata
- Authors
- Doyle, W.
- Venue
- Review of Educational Research
- Published
- 1983-06
- Volume
- 53
- Issue
- 2
- Pages
- 159-199
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W4234645257
- Cited by
- 755
- References
- 4
- FWCI
- 26.62
- Type
- journal article
- Language
- en
- Open access
- closed
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- Doyle, W. (1983). Academic Work. Review of Educational Research. https://doi.org/10.3102/00346543053002159
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
