| Autor: |
B. Keith Lenz, Janet Marquis, Jean B. Schumaker, Janis A. Bulgren, Donald D. Deshler |
| Rok vydání: |
2013 |
| Předmět: |
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| Zdroj: |
Learning Disabilities Research & Practice. 28:156-169 |
| ISSN: |
0938-8982 |
| DOI: |
10.1111/ldrp.12018 |
| Popis: |
This purpose of the study was to determine the effects of teachers using the Question Exploration Routine (QER) in regularly scheduled secondary-level English Language Arts classes to help students answer questions about the development and use of main ideas in Shakespeare's Romeo and Juliet. Questions were posed in both multiple-choice and written formats. On average, students representing diverse groups who received instruction with the QER correctly answered a significantly higher percentage of total questions than students receiving traditional lecture-discussion instruction (effect sizes were very large). Results are reported for total scores, subscores of multiple-choice and written responses, and for responses of subgroups of students. Students’ mean satisfaction and confidence responses are reported. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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