Literaturnachweis - Detailanzeige
| Autor/in | Anderson-Levitt, Kathryn M. |
|---|---|
| Titel | Reading Lessons in Guinea, France, and the United States: Local Meanings or Global Culture? |
| Quelle | In: Comparative Education Review, 48 (2004) 3, S.229 (24 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Program Effectiveness; Foreign Countries; Reading Instruction; Teaching Methods; Comparative Education; Literacy Education; Small Group Instruction; Cultural Differences; France; Guinea; United States |
| Abstract | Is classroom practice becoming more homogeneous around the world, or will teachers continue to work very differently across different countries? This article addresses those questions by comparing first- and second-grade reading lessons in France, Guinea, and the United States. It shows that what reading lessons in each country have in common is not, as some have found in the case of middle-school mathematics lessons, whole-class instruction. (ERIC). |
| Anmerkungen | University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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