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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ653373
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
The Contributions of Co-Occurring Forms of Classroom Discourse and Academic Activities to Curriculum Events and Instruction.
Aulls, Mark Wesley
Journal of Educational Psychology, v94 n3 p520-38 Sep 2002
Uses case studies to explore how academic activities and discourse work together in classrooms to shape learning and instruction. Theories of social constructivism predict that the discourse arising before, during, and after activities can explain variability in students' social and academic participation in curriculum events, as can the nature of the instructional approach students experience when teachers hold similar goals. (Contains 65 references, 4 tables, and 4 appendixes.) (GCP)
Descriptors: Class Activities, Classroom Communication, Constructivism (Learning), Junior High Schools, Student Participation, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A