Direct Instruction in Mathematics: Issues for Schools with High Indigenous Enrolments--A Literature Review

Autor/in	Ewing, Bronwyn
Titel	Direct Instruction in Mathematics: Issues for Schools with High Indigenous Enrolments--A Literature Review
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 5, S.64-91 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Direct Instruction; Federal Legislation; Foreign Countries; Literature Reviews; Mathematics Instruction; Indigenous Populations; Educational Practices; Evidence; Teaching Methods; Educational Strategies; Interaction; Classroom Communication; Grouping (Instructional Purposes); Textbooks; Performance Factors; Australia; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Bundesrecht; Ausland; Mathematics lessons; Mathematikunterricht; Sinti und Roma; Bildungspraxis; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Interaktion; Klassengespräch; Grouping; Gruppenbildung; Textbook; Text book; Schulbuch; Lehrbuch; Leistungsindikator; Australien; USA
Abstract	Direct instruction, an approach that is becoming familiar to Queensland schools that have high Aboriginal and Torres Strait Islander populations, has been gaining substantial political and popular support in the United States of America [USA], England and Australia. Recent examples include the No Child Left Behind policy in the USA, the British National Numeracy Strategy and in Australia, Effective Third Wave Intervention Strategies. Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction. Now in its third decade of influencing curriculum, instruction and research, direct instruction is also into its third decade of controversy because of its focus on explicit and highly directed instruction for learning. Characteristics of direct instruction are critiqued and discussed to identify implications for teaching and learning for Indigenous students. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10