Literaturnachweis - Detailanzeige
Autor/inn/en | Fuchs, Lynn S.; und weitere |
---|---|
Titel | Contextual Variables Affecting Instructional Adaptation for Difficult-to-Teach Students. |
Quelle | In: School Psychology Review, 22 (1993) 4, S.725-43Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0279-6015 |
Schlagwörter | Academic Failure; Context Effect; Elementary Education; Elementary School Students; Elementary School Teachers; Learning Disabilities; Teaching Methods |
Abstract | Examined how contextual variables affect types of instructional adaptations teachers propose for students experiencing academic failure. Within academic areas (reading or mathematics), teachers (n=76) were assigned randomly to three idea generation formats: oral independent, written independent, and assisted with ideas for potential solutions. Hierarchical log-linear analysis indicated that idea generation format affected types of adaptations teachers identified. (Author/NB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |