| Автор | Westerhof, Klaas J. |
| Дата выпуска | 1992 |
| dc.description | ABSTRACTThe literature about the effectiveness of teacher behaviour shows that the teaching style described as ‘direct’ increases academic learning time and therefore learning gain. In the Netherlands, a study was carried out to predict learning gain after the use by teachers of different behaviours. This was done in the elementary school in grade 4, 6 and 8 (students respectively 8, 10 and 12 years of age) for the subjects mathematics and world‐orientation. No significant correlations were found between teacher behaviour and learning gain in world‐orientation. With regard to mathematics, especially in grade 4, correlational analysis showed that learning gain can be well predicted by the behavioural categories ‘giving instruction’, ‘soliciting response’, ‘corrective feedback’, ‘organizing the learning situation’ and ‘monitoring’. These categories describe direct instruction adequately. |
| Формат | application.pdf |
| Издатель | Taylor & Francis Group |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Название | On the Effectiveness of Teaching: Direct Versus Indirect Instruction |
| Тип | research-article |
| DOI | 10.1080/0924345920030303 |
| Electronic ISSN | 1744-5124 |
| Print ISSN | 0924-3453 |
| Журнал | School Effectiveness and School Improvement |
| Том | 3 |
| Первая страница | 204 |
| Последняя страница | 215 |
| Аффилиация | Westerhof, Klaas J.; University of Groningen |
| Выпуск | 3 |
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