Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Linda M.; und weitere |
|---|---|
| Institution | Michigan State Univ., East Lansing. Coll. of Education.; Texas Univ., Austin. Research and Development Center for Teacher Education. |
| Titel | An Examination of Classroom Context: Effects of Lesson Format and Teacher Training on Patterns of Teacher-Student Contacts During Small Group Instruction. R&D Rep. No. 4074. |
| Quelle | , (24 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Beginning Reading; Classroom Communication; Elementary Education; Feedback; Interaction; Pacing; Small Group Instruction; Student Behavior; Student Teacher Relationship; Teacher Behavior; Teacher Effectiveness |
| Abstract | This study of effective teaching behaviors focused on small group instruction of young children in beginning reading skills. Ten first grade teachers used an instructional model which emphasized individual questioning of students, systematic selection of students for oral reading, and sustained feedback from the teacher to the individual student. Teacher-student interactions were observed during two lesson formats: questions and answers and oral or silent reading for content. Patterns emerging from the interactions are analyzed and interpreted in light of other teacher effectiveness research. It was observed that applying the principles outlined in the instructional model improved the pace of the reading sessions and minimized distractions and interruptions. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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