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Direct linkBrigham, Frederick J.; Scruggs, Thomas E.; Mastropieri, Margo A. – Learning Disabilities Research & Practice, 2011
Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on…
Descriptors: Learning Disabilities, Verbal Learning, Experiential Learning, Effect Size
ASCHNER, MARY J.; AND OTHERS – 1962
STUDY WAS MADE OF THE VERBAL PERFORMANCE OF TEACHERS AND STUDENTS IN ORDER TO ASSESS THE QUALITY OF THINKING THAT IS ELICITED AND EXPRESSED IN THE COURSE AND CONTENT OF CLASSROOM OPERATION. TECHNIQUES OF RECORDING AND THEN OF MARKING AND CLASSIFYING WHAT MEMORY, CONVERGENT THINKING, EVALUATIVE THINKING, DIVERGENT THINKING, AND ROUTINE, AND THEIR…
Descriptors: Classroom Communication, Classroom Environment, Cognitive Processes, Communication (Thought Transfer)
Peer reviewedGriffiths, Rachel; Clyne, Margaret – Australian Mathematics Teacher, 1991
Described is the use of story telling as a context to introduce mathematical concepts by providing a model, offering problem-posing situations, stimulating investigation, and illustrating concepts. Examples of appropriate stories are given for the primary and low secondary levels. (MDH)
Descriptors: Classroom Techniques, Cognitive Processes, Concept Formation, Context Effect
Download full textCarroll, John B. – 1971
This review, based on a survey of more than 1200 items in the research literature, begins by attempting to outline a theory of language comprehension and learning from language. A lengthy chapter is devoted to problems in the measurement of comprehension and of learning from connected discourse. Also considered, in successive chapters, are the…
Descriptors: Bibliographies, Cognitive Processes, Comprehension, Connected Discourse
Wilder, Larry – 1971
The frequency theory of verbal discrimination learning makes no distinction between silent and spoken rehearsal. Further, the frequency theory predicts that the study-test method of list presentation is superior to the anticipation method. College students, performing under silent and spoken rehearsal conditions, learned 16 low-frequency…
Descriptors: Analysis of Variance, Articulation (Speech), Cognitive Processes, College Students
