Effective Instructional Strategies: From Theory to Practice
SAGE Journal Articles
Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. Journal articles can act as an ideal resource to help support your assignments and studies.
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Article 1: Horsch, P., Chen, J., & Wagner, S. (2002). The responsive classroom approach: A caring, respectful school environment as a context for development. Education and Urban Society, 34 (3), 365-383.
Abstract: Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project--a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods--some of the partner schools addressed this dilemma by implementing the Responsive Classroom approach, created by the Northeast Foundation for Children to support students’ social-emotional development. No other intervention during the project ended up looking so different from school to school. At one extreme, an entire school community was transformed. At the other extreme, a school came to see the approach as an ivory-tower program unsuited for inner-city children. This article briefly describes the Responsive Classroom approach and conveys the range of implementation experiences in the Schools Project through four case histories.
Article 2: Ornstein, A.C. (1987). Questioning: The essence of good teaching. NASSP Bulletin, 71 (499), 71-79.
Abstract: This article is the first of a two-part series on questioning. It combines theory with practice and examines questioning types and levels. The second article, to be published next fall, will analyze questioning strategies and skills.
Article 3: Ornstein, A.C. (1988). Questioning: The Essence of Good Teaching--Part II. NASSP Bulletin, 72, (505),72-80
Abstract: This article, the second of two by Allan Ornstein on question ing strategies and skills, explores for principals evaluating teaching the characteristics of good questions, the dos and don'ts in questioning, and the research on questioning. The first article was published in the May 1987 NASSP Bulletin.
Article 4: Sperling, R.A. (2006). Assessing Reading Materials for Students Who Are Learning Disabled. Intervention in School and Clinic, 41 (3), 138-143.
Abstract: This article presents a checklist that teachers and other education professionals can use when deciding which instructional materials to include in their content area instruction. The checklist addresses several considerations, such as the learners' prior knowledge, vocabulary levels, and motivation. In addition, characteristics of the text source, such as the inclusion of supplemental instructional materials, readability, and the use of objectives, examples, and analogies, are also addressed.
Article 5: Budd Rowe, M. (1986). Wait Time: Slowing Down May Be A Way of Speeding Up! Journal of Teacher Education, 37 (1), 43-50.
Abstract: The wait time concept has become a significant dimension in the research on teaching. When teachers ask students questions, they typically wait less than one second for a student response. Further, after a student stops speaking, teachers react or respond with another question in less than one second. The concepts of wait time 1 (pausing after asking a question) and wait time 2 (pausing after a student response) are discussed in this article by Rowe. She reviews the literature on wait time and describes the efficacy of different training procedures used to enhance the quality of teacher questioning techniques and teacher responses to students. The appropriateness of using wait time with special needs students, particularly handicapped children, is also discussed.
Article 6: Farmer, L.S.J. (2007). What Is the Question? IFLA Journal, 33 (1), 41-49.
Abstract: Asking questions is a vital part of information seeking: it begs an answer, it allows for modification in response to findings, it aids in comprehension, it fosters self-regulation, and it invites conversation. The skill of posing questions throughout the information-seeing process is often under-valued and under-taught. To ask quality, higher-level questions requires explicit instruction. Moreover, such instruction needs to take into account age-appropriate developmental processes. This paper examines the questioning behavior of youth, confronts the issue of question locus of control, and offers guidance in helping youth develop effective question strategies for comprehending information and questioning authority.