Peer reviewedERIC Number: EJ471758
Record Type: Journal
Publication Date: 1993
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
Available Date: N/A
The Use of Practical Arguments in Clarifying and Changing Practical Reasoning and Classroom Practices: Two Cases.
Vasquez-Levy, Dorothy
Journal of Curriculum Studies, v25 n2 p125-43 Mar-Apr 1993
Reports on a study of two secondary teachers who used the practical reasoning or practical argument approach to classroom management. Finds that practical argument techniques can benefit teachers by providing opportunities to question and revise their theories of learning and teaching. Recommends that teacher education programs employ the practical argument approach. (CFR)
Descriptors: Classroom Environment, Classroom Techniques, Cognitive Processes, Cognitive Structures, Cooperative Learning, Discipline Policy, Elementary Secondary Education, Logic, Student Attitudes, Student Behavior, Teacher Behavior, Teacher Education, Teacher Education Programs, Teacher Student Relationship, Teaching Methods, Thinking Skills
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
