EDUCATION

This paper contends that integrative teacher decisions, the links that unite classroom events, are lacking in many classrooms. The author first presents examples of integrative decisions. These examples involve (a) teacher planning, (b) classroom interaction, and (c) pupil feedback. The author uses these examples to demonstrate that there are differences in the ways teachers collect and process information. According to the author, little evidence has been collected or. a) whether integrative decision-making affects pupil outcomes and b) whether teachers can be trained to become integrative decision-makers. She does, however, propose three basic techniques for training teachers to become more integrative in their decision making. The first technique involves comparing alternative procedures. The author states that this technique helps teachers become tore integrative in their planning decision. The second technique concerns adapting procedures to pupil differences. According to the author, this process will help teachers become more integrative in their interactive decisions. The third technique shows teachers how to monitor interactive decisions in order to help then become more integrative in their use of feedback. (PB