Literaturnachweis - Detailanzeige
Autor/in | Brophy, Jere E. |
---|---|
Titel | Advances in Teacher Effectiveness Research |
Quelle | In: Journal of Classroom Interaction, 45 (2010) 1, S.17-24 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0749-4025 |
Schlagwörter | Teacher Effectiveness; Classroom Research; Basic Skills; Direct Instruction; Academic Achievement; Teacher Education; Junior High Schools; Classroom Techniques |
Abstract | Classroom research on process-outcome relationships had burgeoned in recent years, revealing notable methodological advances and sensible, replicated findings. The studies of the early 1970s supporting direct instruction as particularly effective for producing achievement in basic skills in the early grades have been replicated and extended to junior high and high school, and experimental studies designed to test causal hypotheses derived from earlier correlational work have begun to appear. As a result, the goal of providing a scientific basis for teacher education is finally being realized. [This article was originally published in "Journal of Classroom Interaction," v15 n1 1979.] (As Provided). |
Anmerkungen | University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |