Balancing Approaches: Revisiting the Educational Psychology Research on Teaching Students with Learning Difficulties. Australian Education Review, Number 48

Autor/in	Ellis, Louise A.
Institution	Australian Council for Educational Research, Victoria.
Titel	Balancing Approaches: Revisiting the Educational Psychology Research on Teaching Students with Learning Difficulties. Australian Education Review, Number 48
Quelle	(2005), (78 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8643-1540-6
Schlagwörter	Teaching Methods; Basic Skills; Educational Psychology; Constructivism (Learning); Learning Disabilities; Foreign Countries; Literacy; Numeracy; Educational Research; Teacher Effectiveness; Inclusive Schools; Australia; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Basic skill; Grundfertigkeit; Erziehungspsychologie; Pädagogische Psychologie; Learning handicap; Lernbehinderung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Bildungsforschung; Pädagogische Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Inclusive school; Integrative Schule; Australien; USA
Abstract	In most Australian schools, there are significant numbers of students who are failing to learn effectively. They underachieve in all or some of the basic skill areas of the curriculum. Concerns regarding the most appropriate methods with which to address the needs of these students remain widespread amongst teachers. This publication examines the findings from local and international evidence-based research, with particular reference to meta-analyses deriving largely from the field of educational psychology. The author identifies and illustrates methods that are effective for a wide range of students in mainstream classrooms, but which are especially powerful for students with learning difficulties. The central finding of this review is that balanced approaches, whereby teachers combine both constructivist and direct instruction approaches, provide students with the best opportunities for success. These findings should enable disparate groups of educational professionals to revisit what works best for students with learning difficulties. The review should also provide further impetus to the investigation of how and when constructivist and direct instruction approaches are best made available to learners. (Contains 3 figures and 2 tables.) [This publication was developed from the findings of a literature review conducted by Nola Purdie and Louise Ellis funded by the Australian Government Department of Education, Science and Training.] (ERIC).
Anmerkungen	Australian Council for Educational Research, 19 Prospect Hill Rd., Private Bag 55, Camberwell, Victoria 3124 Australia. Tel: +613 9277 5555; Fax: +613 9277 5500.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10