Literaturnachweis - Detailanzeige
| Autor/in | Artley, A. Sterl |
|---|---|
| Titel | Reading Teachers I Have Seen. |
| Quelle | (1978), (13 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Educational Research; Reading Instruction; Reading Teachers; Teacher Behavior; Teacher Effectiveness; Teacher Evaluation; Teaching Methods Bildungsforschung; Pädagogische Forschung; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | Both research about what teachers do that makes a difference in pupil learning and observation of teaching practices give information about what is effective and helpful in teaching reading. Research shows that effective teachers spend more time in task-related activities and less time dealing with matters unrelated to course content. They understand their objectives, are carefully organized, and give close attention to pupils working independently. There is a close association between teacher expectation and pupil learning. Use of interchangeable responses (summary responses made by teachers to pupils' questions or statements) is an effective teaching technique. An anomaly is that effective teachers of low socioeconomic status pupils do not encourage pupils to analyze, synthesize, evaluate, or do anything other than answer narrow questions asked by the teacher. This anomaly indicates that techniques appropriate for one age or group may be inappropriate for another. In observing teachers, it is possible to see that bored teachers produce bored children. Reading aloud, commendation for successful performance, absence of censure for poor performance, and allowing independent reading time are all effective techniques observed in classrooms. (TJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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