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Pagina 46
The Basic Teaching Model requires first the specification of objectives (
performance expectations ) . These objectives are then defined in light of
preassessment results . Next , the teacher arranges learning experiences to
move students ...
The Basic Teaching Model requires first the specification of objectives (
performance expectations ) . These objectives are then defined in light of
preassessment results . Next , the teacher arranges learning experiences to
move students ...
Pagina 38
While this is admittedly a new dimension in teacher education research , our
inquiry suggests student performance is often key to understanding teacher
performance . Put simply , student reading performance , at least in part , mirrors
...
While this is admittedly a new dimension in teacher education research , our
inquiry suggests student performance is often key to understanding teacher
performance . Put simply , student reading performance , at least in part , mirrors
...
Pagina 174
They may try instead to memorize words one letter at a time , which means that
their performance on the recall task would be more nearly like the normal
reader's poor performance on the recall of meaningless sequences . Purpose .
They may try instead to memorize words one letter at a time , which means that
their performance on the recall task would be more nearly like the normal
reader's poor performance on the recall of meaningless sequences . Purpose .
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Inhoudsopgave
JEROME AXELROD | 14 |
NICHOLAS P CRISCUOLO | 35 |
R BAIRD SHUMAN | 48 |
Copyright | |
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ability achievement activities actual analysis answer approach areas asked Association attitude basic become beginning behavior Center child classroom competency comprehension concepts difficulty discussion Education effective elementary English example expected experience give given grade grade level ideas identify important improve indicated individual interest involved Journal knowledge language learning letters listening look materials meaning measure methods Michigan objectives parents passage performance person positive possible practice present problems procedures pupils questions readers readiness reading instruction reading program reading skills Reading Teacher relationship remedial reported responses role scores secondary selected sentence significant situations skills sounds specific story success suggest taught teacher teaching techniques understanding University vocabulary words writing written York