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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ658244
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0256-2928
Strategies To Regulate Content Development and Interactivity in the Classroom.
Alemany, Isabel Gomez; Majos, Teresa Mauri
European Journal of Psychology of Education, v15 n2 p157-71 Jun 2000
Reports on a study of teacher regulation of classroom activity and teacher-student behavior. Focuses on two types of regulatory strategies: (1) regulating the social structure of participation; and (2) regulating the content development and learning task. Identifies and analyzes the second type of strategy. Includes references. (CMK)
Descriptors: Classroom Techniques, Educational Research, Foreign Countries, Observation, Secondary Education, Social Studies, Student Behavior, Teacher Behavior, Teacher Role, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Spain
Note: European Journal of Psychology of Education is a refereed journal.