Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Lynn S.; Fuchs, Douglas |
|---|---|
| Titel | Principles for Sustaining Research-based Practice in the Schools: A Case Study. |
| Quelle | In: Focus on Exceptional Children, 33 (2001) 6, S.1-14 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0015-511X |
| Schlagwörter | Case Studies; Classroom Research; Educational Practices; Elementary Education; Instructional Effectiveness; Learning Problems; Learning Strategies; Mathematics Instruction; Peer Teaching; Research and Development; Research Utilization; Teacher Participation; Theory Practice Relationship Case study; Fallstudie; Case Study; Bildungspraxis; Elementarunterricht; Unterrichtserfolg; Lernproblem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Peer group teaching; Peer Group Teaching; Forschung und Entwicklung; Forschungsumsetzung; Theorie-Praxis-Beziehung |
| Abstract | This article describes the Math Peer Assisted Learning Strategies (PALS), a research-based practice developed with heavy teacher involvement. A case study of a school where Math PALS was developed, researched, and continues in use is followed by a discussion of principles for sustaining the use of research-based practices. Extensive figures detail this application of the research and development model. (Contains references.) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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