ERIC Number: EJ607366
Record Type: CIJE
Publication Date: 2000
Classroom Discourse: Teaching, Learning, and Learning Disabilities.
Kraker, Myra J.
Teaching and Teacher Education, v16 n3 p295-313 Apr 2000
Investigated teacher-student discourse from a sociocultural perspective to ascertain the nature of effective instruction for students with learning disabilities, examining one teacher's resource room instruction. Results highlight differential discourse patterns across academic domains and emphasize the importance of teacher self-reflection and the implications for effective teaching and learning. Feedback combined with cognitive structuring contributes to effective teaching and learning. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A