Literaturnachweis - Detailanzeige
Autor/in | Wong, Bernice Y. L. |
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Titel | Clearing Hurdles in Teacher Adoption and Sustained Use of Research-Based Instruction. |
Quelle | In: Journal of Learning Disabilities, 30 (1997) 5, S.482-85Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Disabilities; Educational Practices; Knowledge Base for Teaching; Research Utilization; Resistance to Change; Self Efficacy; Special Education Teachers; Teacher Attitudes; Theory Practice Relationship Handicap; Behinderung; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Forschungsumsetzung; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Theorie-Praxis-Beziehung |
Abstract | Focuses on teacher variables that account for the lack of initiation and continuation of research-based instructional strategies. Highlights teachers' overarching conceptions of teaching, subject-area knowledge, and sense of self-efficacy. Recommendations for promoting teacher self-efficacy are provided, including training teachers to deal with a diversity of students. (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |