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Rohrkemper, Mary; Corno, Lyn – Elementary School Journal, 1988
Argues that classroom learning inevitably requires adaptive responses by students, and that teachers should deliberately promote the development of students' adaptive learning within a supportive classroom environment by emphasizing the constructive benefits of functional failure and the limited benefits of uninformative success. (SKC)
Descriptors: Academic Achievement, Class Activities, Classroom Environment, Developmental Tasks
Lawler-Prince, Dianne; Slate, John R. – 1993
This study investigated the extent to which preservice teachers could differentiate developmentally appropriate from inappropriate practices in the education of young children. Responses to 2 teaching scenarios were collected from 158 junior and/or senior early childhood teacher education majors from a university in the mid-South. Results…
Descriptors: Child Development, Classroom Techniques, College Juniors, College Seniors