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Peer reviewedRohrkemper, Mary; Corno, Lyn – Elementary School Journal, 1988
Argues that classroom learning inevitably requires adaptive responses by students, and that teachers should deliberately promote the development of students' adaptive learning within a supportive classroom environment by emphasizing the constructive benefits of functional failure and the limited benefits of uninformative success. (SKC)
Descriptors: Academic Achievement, Class Activities, Classroom Environment, Developmental Tasks
