Didactical Process Analysis (DPA)

Creator/Principal investigator(s):

Karl Gustav Stukát - University of Gothenburg, Pedagogiska institutionen

Description:

The DPA-project aimed to identify main structures in the teaching process, and to study the relationships between process variables and product variables. The following types of variables were included: 1) Environmental variables, 2) Teacher characteristics, 3) Pupil characteristics, 4) The teaching process, and 5) Teaching products (cognitive and non-cognitive pupil changes). The study was conducted using a predetermined observation diagram for identifying different behaviour categories.

The project included 80 teachers, one for each school class, and their pupils from schools in Gothenburg and its neighbouring municipalities. Among the 80 classes, 60 were regular classes and 20 classes were remedial classes. For the collection of process data, 10 lessons divided over five different subjects for each class were video as well as audio recorded. The collection of other data involved questionnaires, tests measuring aptitudes, attitudes and personality, and public records of school size, grades in 3rd grade and the teachers’ age, year of service and ratings.

The lessons were documented through

... Show more..

Creator/Principal investigator(s):

Karl Gustav Stukát - University of Gothenburg, Pedagogiska institutionen

Identifiers:

SND-ID: SND 0948

Purpose:

The objectives of the DPA project can be formulated in the following points: 1) to identify the main structures in the teaching process, 2) to study the relation between condition variables and the teaching process, 3) to study correlations between process and product variables, 4) to study correlations between teacher characteristics, pupil characteristics, and teaching effects, 5) to compare process structures in different school subjects, and 6) to compare process structures in different school environments (e.g. regular classes and remedial classes).

Description:

The DPA-project aimed to identify main structures in the teaching process, and to study the relationships between process variables and product variables. The following types of variables were included: 1) Environmental variables, 2) Teacher characteristics, 3) Pupil characteristics, 4) The teaching process, and 5) Teaching products (cognitive and non-cognitive pupil changes). The study was conducted using a predetermined observation diagram for identifying different behaviour categories.

The project included 80 teachers, one for each school class, and their pupils from schools in Gothenburg and its neighbouring municipalities. Among the 80 classes, 60 were regular classes and 20 classes were remedial classes. For the collection of process data, 10 lessons divided over five different subjects for each class were video as well as audio recorded. The collection of other data involved questionnaires, tests measuring aptitudes, attitudes and personality, and public records of school size, grades in 3rd grade and the teachers’ age, year of service and ratings.

The lessons were documented through

... Show more..

Language:

Swedish

Time period(s) investigated:

1967 — 1969

Geographic spread:

Geographic location: Göteborg Municipality, Partille Municipality, Lerum Municipality, Alingsås Municipality, Borås Municipality, Trollhättan Municipality, Lidköping Municipality, Mariestad Municipality

Geographic description: Participating teachers and pupils come from Gothenburg and its neighbouring municipalities.

Population:

Teachers and their six-grade pupils in the Gothenburg metropolitan area

Time Method:

Sampling procedure:

Probability
The project includes 6th grade teachers and their pupils in regular classes as well as remedial classes. Participating teachers and pupils come from schools in Gothenburg and its neighbouring municipalities. Certain inclusion criteria were brought up in order to identify potential study groups of teachers and pupils. The criteria for the regular classes were: 1) the teacher had taught the class throughout the intermediate stage, and 2) the majority of the pupils must have belonged to the class as of the fall semester in 4th grade. The criteria for the remedial classes were: 1) the teacher had taught the class in 5th and 6th grades, 2) the majority of pupils had belonged to the class in 5th and 6th grades, and 3) the teacher would be a qualified remedial teacher. The reason that there are different criteria for the two teacher groups is that there were too few remedial teachers who had had the class throughout the entire intermediate stage.

Funding:

Kungliga Skolöverstyrelsen

Nordic Culture Fund

Contact person for questions about the data:

Jonas Emanuelsson

Publications

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Larsson, Göran & Kittelmann Flensner, Karin (2014). Swedish religious education at the end of the 1960s: Classroom observations, early video ethnography and the national curriculum of 1962. British Journal of Religious Education. 36:2, s. 202-217
Read full text SwePub

Dolatkhah, Mats & Lundh, Anna Hampson (2014). Reading, democracy and discipline: Premises for reading activities in Swedish primary schools from 1967 to 1969 [Elektronisk resurs]. Reading in changing society. s. 144-157 Available on the Internet: http://hdl.handle.net/2320/13995
Read full text SwePub

Stukát, Karl-Gustaf (1970). Teacher role in change. Göteborg: Lärarhögskolan
LIBRIS

Bredänge, Gunlög (red.), Didaktisk processanalys: presentation av syften, uppläggning, undersökningsgrupper och mätinstrument samt några beskrivande data, Göteborg : Lärarhögskolan, 1971
LIBRIS

Dolatkhah, Mats and Anna Hampson Lundh. "Premises for Reading Activities in Swedish Primary School Classrooms 1967‐1969". Conceference paper. Reading in Changing Society, Tartu, Estonia, 31 October - 1 November, 2013.

Lundh, Anna Hampson and Dolatkhah, Mats (2015). "Becoming Citizens: Dialogical Document Work in the Classroom of the People’s Home," Proceedings from the Annual Meeting of the Document Academy: Vol. 2, Article 14. Available on the Internet: http://ideaexchange.uakron.edu/docam/vol2/iss1/14
Read full text

Lundh, Anna Hampson and Mats Dolatkhah (2016). "Reading as dialogical document work: Possibilities for Library and Information Science". Journal of Dokumentation 72(1), pp. 127-139.

If you have published anything based on these data, please notify us with a reference to your publication(s).

Version 1.0:

2016-07-01 doi:10.5878/002827

Didactical Process Analysis (DPA)

Citation:

Karl Gustav Stukát. University of Gothenburg, Pedagogiska institutionen (2016). Didactical Process Analysis (DPA). Swedish National Data Service. Version 1.0. https://doi.org/10.5878/002827

Description:

The material consists of video and audio files; Audio, uncompressed, wav format (1.23 TB); Audio, compressed, MP3 format (71.4 GB); Video, uncompressed, mov format (1.81 TB); Video, compressed, MP4 format (123 GB).

In order video and audio are delivered in compressed format (total 194 GB), together with the documentation. Uncompressed files can be delivered on demand .

Data format / data structure:

Video

Audio

Data collection:

Mode of collection: Recording

Time period(s) for data collection: 1967-11 — 1969-06

Data collector: University of Gothenburg, Pedagogiska institutionen

Source of the data: Events/Interactions, Communications: Interpersonal, Population group

Mode of collection: Self-administered questionnaire: paper

Time period(s) for data collection: 1967-11 — 1969-06

Data collector: University of Gothenburg, Pedagogiska institutionen

Source of the data: Events/Interactions, Communications: Interpersonal, Population group

Mode of collection: Psychological measurements and tests

Time period(s) for data collection: 1967-11 — 1969-06

Data collector: University of Gothenburg, Pedagogiska institutionen

Source of the data: Events/Interactions, Communications: Interpersonal, Population group

Time period(s) investigated:

1967 — 1969