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Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools

机译:低收入学校教师实施两种阅读理解方法的社会建构主义和政治观点

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Researchers have reported that two types of instructional approachesa??strategy instruction and high-level talk about texta??lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instruction), presents socio-constructivist views of teaching and learning, and explains what can happen when a socio-constructivist perspective guides teachers' implementation of either approach in low-income schools. The authors discuss three implementation challenges beyond the frameworks of either instructional approacha??the impact of district/school initiatives, movement of teachers from teacher-directed to student-directed instruction, and the selection and use of appropriate textsa??and how teachers have met such challenges. They conclude with recommendations for improved classroom practice.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; var addthis_config = {"data_track_addressbar":true,"ui_click":true}; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00405841.2011.558444
机译:研究人员报告说,两种教学方法,即策略教学和关于课本的高级讨论,可以提高小学年龄学生的阅读理解能力。一种假设是,这两种方法都有类似的学生成绩,因为它们发展了对文本的高级思考。本文考察了关于两种教学方法(认知策略教学和响应式参与教学)的文献,提出了社会建构主义的教学观,并解释了当社会建构主义视角指导教师在低水平实施这两种方法时会发生什么?收入学校。作者讨论了教学方法框架之外的三个实施挑战,即学区/学校计划的影响,教师从教师指导到学生指导的运动,以及适当教科书的选择和使用,以及教师如何做到遇到了这样的挑战。他们最后提出了改善课堂实践的建议。更多”,发布号:“ ra-4dff56cd6bb1830b”}; var addthis_config = {“ data_track_addressbar”:true,“ ui_click”:true};添加到候选列表链接永久链接http://dx.doi.org/10.1080/00405841.2011.558444

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