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Peer reviewedRoadrangka, Vantipa; Yeany, Russell H. – Journal of Research in Science Teaching, 1985
Data from 60 observations of 10 teachers and 10 each of their students showed that type/quality of teaching strategy predicted 37 percent of variance in engagement and that the more indirect the teaching strategy, the greater the students' involvement in learning tasks. Implications of these and other findings are discussed. (Author/JN)
Descriptors: Abstract Reasoning, Cognitive Development, Developmental Stages, Intermediate Grades
