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Instructional Assistance in First Grade Remedial Group Instruction

Published online by Cambridge University Press:  26 February 2016

Barry A. Fields
Barry A. Fields*
Affiliation:
Darling Downs Institute of Advanced Education
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Extract

Several recent reviews of research on teaching and in particular research on teacher effectiveness have identified three variables: pupil engaged time, direct instruction and efficient classroom management as the most significant instructional factors related to pupil achievement (Barnes, 1981; Brophy, 1979, 1980; Good, 1979, 1982; and Rosenshine, 1976, 1979). While these findings, within the context of basic skill instruction, are unequivocal and now largely accepted within the educational community, their overemphasis to the virtual exclusion of other important classroom variables has led a number of researchers and teacher educators to express some concern (Griffin, Webb and Confrey, 1981; Roehler and Duffy, 1981).

Type
Research and Review
Information
Australasian Journal of Special Education , Volume 8 , Issue 1 , May 1984 , pp. 13 - 23
Copyright
Copyright © The Australian Association of Special Education 1984

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