Literaturnachweis - Detailanzeige
Autor/in | Swanson, H. Lee |
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Titel | Does Theory Guide Teaching Practice? |
Quelle | In: Remedial and Special Education (RASE), 5 (1984) 5, S.7-16Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Processes; Elementary Secondary Education; Instruction; Interaction; Learning Disabilities; Teacher Response; Teacher Student Relationship; Teaching Methods; Teaching Styles |
Abstract | An investigation of effects of information processing models on instruction showed that strategy and metacognitive instruction is infrequent in teacher-child interactions; a behavioral paradigm captures most teacher-child interactions; what teachers say and do is discrepant; and content of teacher-child verbal behavior varies minimally between learning disability and regular. (Author/CL) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |