Primary Teachers' Attitudes toward the Direct Instruction Construct

Educational Psychology

Volumn 23, Issue 5, 2003, Pages 483-489

  Demant, Meagan S ^a   Yates, Gregory C R ^a  

^a UNIVERSITY OF SOUTH AUSTRALIA   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0242319524     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/0144341032000123741     Document Type: Review

References (8)

1. Baumann, J. F. (1988). Direct instruction reconsidered. Journal of Reading, 31, 712-717.
2. Chall, J. S. (2000). The academic achievement challenge: What really works in the classroom. New York: Guilford.
3. Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education. Educational Psychologist, 23, 87-103.
4. Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
5. Good, T. L., & Brophy, J. (1999). Looking in classrooms (8th ed.). Boston: Allyn and Bacon.
6. Speigel, D. L. (1992). Blending whole language and systemic direct instruction. Reading Teacher, 46, 38-44.
7. Rosenshine, B., & Mesister, C. (1995). Direct instruction. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (pp. 143-149). Oxford: Pergamon.
8. Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). New York: Macmillan.