Teacher-student mediation of content area texts
Bibliographic Data
| ID | 4254841 |
|---|---|
| Authors | Donna E Alvermann (0000-0001-6881-0657, University of Georgia, corresponding author) |
| Year | 1989 |
| Volume | 28 |
| Issue | 2 |
| Pages | 142-147 |
| Publication date | 1989-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848909543393 |
| OpenAlex | W2107691060 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
Sitting in classrooms observing how teachers teach and students learn from their content area texts has been a focus of researchers for some time (Mathews & Toepfer, 1936; McCallister, 1930). Not until Durkin's (1978-79) study of reading comprehension instruction during basal reading and elementary social studies lessons, however, have researchers begun to concentrate on verbal interactions between teachers and students engaged in textbook learning. Studies at the secondary level that deal with textbook related teacher-student in
Comprehension · Content (measure theory · Content analysis · Mathematics education · Mediation · Pedagogy · Reading (process · Reading comprehension · Social studies · Sociology · Teaching method · Digital Storytelling and Education · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 1991 - 2009 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |