From Research to Practice: A Framework for Contextualizing Teaching and Learning

Autor/inn/en	Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F.
Titel	From Research to Practice: A Framework for Contextualizing Teaching and Learning
Quelle	In: Journal of College Reading and Learning, 44 (2013) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2013.10850371
Schlagwörter	Developmental Studies Programs; Remedial Reading; Teaching Methods; Context Effect; Educational Theories; Constructivism (Learning); Reading Instruction + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseförderung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Leseunterricht
Abstract	Developmental reading instructors are increasingly pressured to include real-world content in their curriculum to bring contextualized teaching and learning to life. The purpose of this practitioner-focused article is to tie knowledge about contextualized teaching and learning with classroom application techniques. We present a framework that addresses our understanding of contextualized teaching and learning, and we provide examples of how contextualized teaching and learning can be applied directly to developmental reading practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01