AN INFORMATION-SYSTEM APPROACH TO THEORY OF INSTRUCTION WITH SPECIAL REFERENCE TO THE TEACHER

Abstract
This is an attempt at conceptualization or theory buildings with respect to the instructional process. The purpose is to block out some of the conditions and behavioral constructs which may be hypothesized to contribute to teacher behavior and the instructional process. In this paper, the writer's position is presented in detail, additional constructs are introduced and emphasized, and an effort is made to look further into some of the implications. The teacher system and the pupil system are described in terms of the essential characteristics of all systems--information flow or information processing. The influencing conditions that have led to this ''information system theory of instruction'' are four: (1) the thinking and the research growing out of a Teacher Characteristics Study, relevant teacher behavior research reported by other investigations, and experience with the data accumulated in connection with the National Teacher Examinations; (2) the introduction of the concepts of ''general system theory''; (3) Sears' direction of attention to the ''dyadic sequence'' as an explanation of social behavior; and (4) the growing interest in concepts associated with information theory and communication theory.

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