
Advances in Research on Instruction |
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Pédagogie Explicite - Barak Rosenshine |
Écrit par Barak Rosenshine |
Dimanche, 03 Août 1997 00:00 |
Barak Rosenshine Advances in Research on InstructionChapitre 10, in J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. Mahwah, N.J.: Lawrence Erlbaum, pp. 197-221
This chapter discusses what I regard as some of the most important instructional advancements of the last 30 years. These advancements came from three bodies of research: (a) research on cognitive processing, (b) research on teacher effects, that i s, studies of teachers whose classes made the highest achievement gain compared to other classes, and (c) intervention studies in which students were taught cognitive strategies they could apply to their learning. Although I would not advocate converting these ideas into another evaluation form, I suggest that the ideas represented by this research can and should be used to discuss and improve instruction.
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