Classroom discourse: teaching, learning, and learning disabilities
نویسنده
چکیده
This study examined teacher}student discourse from a sociocultural perspective in order to ascertain the nature of e!ective instruction for school-age students with learning disabilities. This discussion examines one teacher's resource room instruction that was part of a larger study of teacher}student discourse. The results suggested two considerations: (1) the importance of teacher self-re#ection and the implications for e!ective teaching and learning, and (2) di!erential discourse patterns across academic domains. Wood's notion of contingent teaching (1991) provided a guideline for coding teacher}student discourse. The results suggest that feedback combined with cognitive structuring contribute to e!ective teaching and learning. ( 2000 Elsevier Science Ltd. All rights reserved.
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