Affiliation:
1. The University of Texas at Austin
2. Michigan State University
Abstract
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear.
Publisher
American Educational Research Association (AERA)
Cited by
105 articles.
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