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Direct linkSmith, Margaret S.; Hughes, Elizabeth K.; Engle, Randi A.; Stein, Mary Kay – Mathematics Teaching in the Middle School, 2009
The premise underlying this article is that identifying and using the "five practices model" can make discussions of cognitively challenging tasks more manageable for teachers. By giving teachers a roadmap that they can follow before and during whole-class discussions, these practices have the potential for helping teachers more effectively…
Descriptors: Discussion (Teaching Technique), Teaching Methods, Teacher Effectiveness, Mathematics Instruction
Peer reviewedBrause, Rita S.; And Others – English Journal, 1979
Reviews research on sequences in language development and suggests ways to base instruction on each student's level of development. (DD)
Descriptors: Educational Research, English Instruction, Junior High Schools, Language Acquisition
Peer reviewedButler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas – Learning Disabilities: Research & Practice, 2003
This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA…
Descriptors: Fractions, Instructional Effectiveness, Learning Disabilities, Manipulative Materials
