What REALLY Works: Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking

Autor/inn/en	Murphy, P. Karen; Firetto, Carla M.; Wei, Liwei; Li, Mengyi; Croninger, Rachel M. V.
Titel	What REALLY Works: Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking
Quelle	(2016), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Comprehension; Critical Thinking; Group Discussion; Teaching Methods; Evidence Based Practice; Reading Instruction; Oral Language; Written Language; Educational Policy; Feedback (Response); Transfer of Training; Standardized Tests; Educational Resources; Educational Research; Thinking Skills; Classroom Communication; Skill Development + Suchen Sie Ihr Suchwort? Leseverstehen; Kritisches Denken; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Politics of education; Bildungspolitik; Training; Transfer; Ausbildung; Standadised tests; Standardisierter Test; Bildungsmittel; Bildungsforschung; Pädagogische Forschung; Denkfähigkeit; Klassengespräch; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from reading. Although many reasons undergird students' comprehension challenges, evidence-based instructional approaches can promote students' comprehension and critical-analytic thinking. Teacher-facilitated, small-group discussions can promote students' comprehension and critical-analytic thinking about, around, and with both oral and written discourse. [This paper was published in "Policy Insights from the Behavioral and Brain Sciences" v3 n1 p27-35 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01