Teachers' Instructional Practices in Small Classes
Bibliographic Data
| ID | 8158310 |
|---|---|
| Authors | Margaret Haughey, Fern Snart, José Da Costa (0000-0001-5719-4377), Jose Amaro da Costa (0000-0001-8494-2297) |
| Year | 2003 |
| Volume | 49 |
| Issue | 2 |
| Publication date | 2003-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v49i2.54973 |
| OpenAlex | W2101492174 |
| Language | EN |
| Citations received | 1 |
Smaller classes have several immediate contextual benefits for teachers, but do they result in changes to instructional practices? Results from a study of 17 small grade 1 classes indicate that teachers used these contextual benefits to support a variety of grouping practices; individualization; active learning; integration of reading, writing, and speaking; and students' personal skill development in a creative and integrated curriculum. Some used an overall program format and adapted instruction for individuals and groups, whereas others designed for children's individual and social development and integrated this in their daily plans. Instructional practices were best described as fluid and holistic, complex, and multitask, and aimed at literacy achievement
Curriculum · Instructional design · Literacy · Mathematics education · Pedagogy · Reading (process) · Teaching method · Variety (cybernetics) · Computer Science · Education and Technology Integration · Education Methods and Practices · Education Systems and Policy · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 2006 - 2006 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |