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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ571170
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Contributions of Classroom Discourse to What Content Students Learn during Curriculum Enactment.
Aulls, Mark W.
Journal of Educational Psychology, v90 n1 p56-69 Mar 1998
How classroom discourse contributes to the content students learn was studied with eighth graders in social studies classes taught by two teachers. Content learning differences were associated with the forms of discourse used within curriculum events and the system of classroom discourse that evolved during a unit. (SLD)
Descriptors: Classroom Communication, Course Content, Grade 8, Junior High Schools, Social Studies, 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: Discourse; Subject Content Knowledge
Note: Research supported by Social Science and Humanities Research of Canada. Journal availability: American Psychological Assn., Subscription Sec., 750 1st St., NE, Washington, DC 20002-4242.