The Curricular and Instructional Conceptions Undergirding the Teacher Explanation Project. Occasional Paper No. 98.

Autor/inn/en	Duffy, Gerald G.; und weitere
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	The Curricular and Instructional Conceptions Undergirding the Teacher Explanation Project. Occasional Paper No. 98.
Quelle	(1986), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Theories; Elementary Education; Questioning Techniques; Reading Instruction; Reading Research; Reading Skills; Skill Development; Teacher Behavior; Teacher Effectiveness; Teacher Role; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Befragungstechnik; Fragetechnik; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The conceptual base of a project that examined teachers' explanations of reading skills and strategies to low-ability students is reviewed in this paper. Following a brief discussion of the background of the project, the paper explores the curricular conceptions underlying it. Specifically discussed are two views of how direct instruction should be used to improve comprehension, the first arguing that comprehension is developed primarily through direct instruction in the content of the text, the second holding that it is developed through direct instruction in the process by which content is understood--the view that undergirds the Teacher Explanation Project. The paper next examines the instructional conception guiding the project, which is based on four characteristics of effective teacher explanation: (1) a responsiveness to student restructuring of information; (2) an effort to put students in conscious control by creating awareness; (3) the presentation of declarative, conditional, and procedural information that is conceptually accurate, explicit, meaningful, and sequenced; and (4) assistance for students as they build understandings by providing sequencing and restructuring "hooks." A list of 64 references is appended. (FL)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($4.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC