Great expectations: Pedagogical beliefs and instructional practices

Show simple item record Davies, Christine en 2014-12-15T02:43:57Z en 2006 en
dc.identifier.citation SET: Research Information for Teachers, 2006, (3), pp. 34 - 38 en
dc.identifier.issn 0110-6376 en
dc.identifier.uri en
dc.description.abstract The implication that teachers with high expectations will improve student achievement has an appealing logic. However, whether or not the instructional practices and beliefs of teachers having high expectations would differ from those whose expectations were low has not previously been explored. High and low expectation teachers identified in a previous study were interviewed and observed teaching reading. Their beliefs and instructional approaches were found to differ substantially—high expectation teachers adopted a facilitative approach, while the practices and beliefs of low expectation teachers were more directive. en
dc.relation.ispartofseries SET: Research Information for Teachers en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Great expectations: Pedagogical beliefs and instructional practices en
dc.type Journal Article en
pubs.issue 3 en
pubs.begin-page 34 en en
pubs.end-page 38 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 66395 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 2253-2145 en
pubs.record-created-at-source-date 2010-09-01 en

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