Paradigms for the study of teacher-student behavior: an alternative perspective

In conclusion, this commentary--like Schempp's (1987) article--advances the view that a multiple perspective approach to the study of classroom processes is indeed critical to an increased understanding of teacher-student behavior. Contrary to the work of Schempp (1987), however, the rationale extended here as underscoring the need for this approach lies in the limited capacity of any single research approach--be it quantitative or naturalistic in nature--to adequately capture the complexity of classroom interaction. Finally, the view is offered that while each of these traditions of research offers its own contribution to the grand map of teaching (Shulman, 1986), the cumulative outcomes can complement one another. The challenge facing us as an educational research community is to engage in dialogue regarding the design of future investigations so that multiple perspective analyses can indeed become reality. The merit of such a posture is summarized by Weinstein (1983): It is difficult to maintain that one view of classroom events is more accurate than another. Rather, we must learn from each perspective, identify matches and mismatches among perspectives, and examine relationships between perceptions and behavior.... By investigating...[the various perspectives], we will improve our understanding of the social reality of classrooms. (p. 306).