Literaturnachweis - Detailanzeige
| Autor/inn/en | Ankrum, Julie W.; Morewood, Aimee L.; Parsons, Seth A.; Vaughn, Margaret; Parsons, Allison Ward; Hawkins, Paul M. |
|---|---|
| Titel | Documenting Adaptive Literacy Instruction: The Adaptive Teaching Observation Protocol (ATOP) |
| Quelle | In: Reading Psychology, 41 (2020) 2, S.71-86 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ankrum, Julie W.) ORCID (Parsons, Seth A.) ORCID (Vaughn, Margaret) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-2711 |
| DOI | 10.1080/02702711.2020.1726845 |
| Schlagwörter | Literacy; Individualized Instruction; Instructional Effectiveness; Test Construction; Classroom Observation Techniques; Student Needs; Professional Development; Test Validity; Test Reliability; Reading Instruction; Student Diversity; Teacher Behavior |
| Abstract | A one-size-fits-all model of instruction cannot provide equitable access to education for all students. Research demonstrates that thoughtfully changing instruction to support student learning during a lesson, known as adaptive teaching, is an important component of effective literacy instruction. To understand this dynamic dimension of effective instruction, our research team created an observation protocol to capture different adaptations made by literacy teachers, as described in the extant literature. This manuscript focuses on the development and refinement of the Adaptive Teaching Observation Protocol (ATOP), an instrument designed to enhance research and professional development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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