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ERIC Number: EJ147325
Record Type: Journal
Publication Date: 1976
Pages: N/A
Abstractor: N/A
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A Factorially Designed Experiment on Teacher Structuring, Soliciting, and Reacting
Gage, N. L.
Journal of Teacher Education, 27, 1, 35-8, Spr 76
By training teachers to vary systematically the way in which they performed recitation strategy, it was hoped to determine (1) whether teachers can be trained to control precisely the way they teach when using that strategy and (2) whether different versions have measurably different effects on student learning. (MM)
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