Development of Shared Knowledge: A New Role for Classroom and Specialist Teachers.
作者： Kathleen A. Broikou , Richard L. Allington
DOI:
关键词: Literacy 、 Curriculum development 、 Shared knowledge 、 Mathematics education 、 Intervention (counseling) 、 Reading (process) 、 Special education 、 Primary education 、 Psychology 、 Regular classroom
摘要: When children fail to acquire reading proficiency at an expected rate, we typically provide them with instruc tional intervention in attempt re solve the failure. Currently, United States, experienc ing failure regular classroom are most frequently served either reme dial or special education pro grams. In case, instructional support provided usually produces a fragmentation of literacy curricu lum as experienced by child (Al lington and Johnston, 1987; Allington, Afflerbach, 1985; Kimbrough Hill, 1981). The results several recent studies indicate situation is such that
参考文章(4)
Paul T. Hill, Jackie Kimbrough, The aggregate effects of federal education programs ,(1981)
William Stainback, Susan Stainback, A Rationale for the Merger of Special and Regular Education Exceptional Children. ,vol. 51, pp. 102- 111 ,(1984) , 10.1177/001440298405100201
Carl Milofsky, Special education: A sociological study of California programs ,(1976)
Magdalen Dorothea Vernon, Backwardness in reading ,(1957)