A Factorially Designed Experiment on Teacher Structuring, Soliciting, and Reacting
Bibliographic Data
| ID | 4937549 |
|---|---|
| Authors | N L Gage Stanford (Program on Teaching Effectiveness), Nicholas Stanford (corresponding author) |
| Year | 1976 |
| Volume | 27 |
| Issue | 1 |
| Pages | 35-38 |
| Publication date | 1976-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248717602700109 |
| OpenAlex | W2052168953 |
| Language | EN |
| Citations received | 11 |
| References cited | 1 |
Business · Mathematics education · Pedagogy · Structuring · Diverse Educational Innovations Studies · Education and Critical Thinking Development · Environmental Science · Psychology · Teacher Education and Leadership Studies
Field systems analysis
Environmental education — Key issues of the future role of the educator
A Social Perspective on Student Learning
Paradigms of Teacher Effectiveness Research
The Influence of Direct Instruction on Student Self-appraisals
Teachers' Decisions in the Planning of Reading Instruction
Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement
Recent Research on Teaching Behaviors and Student Achievement
Overcoming Some Impediments to the Study of Teacher Effectiveness
Implementing the Direct Instruction Pattern
Verbal Interaction of Students and Their Teachers in Junior High Classrooms
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 1976 - 1992 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |