Literaturnachweis - Detailanzeige
Autor/inn/en | Morris-Mathews, Hannah; Stark, Kristabel R.; Jones, Nathan D.; Brownell, Mary T.; Bell, Courtney A. |
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Titel | Danielson's Framework for Teaching: Convergence and Divergence with Conceptions of Effectiveness in Special Education |
Quelle | In: Journal of Learning Disabilities, 54 (2021) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219420941804 |
Schlagwörter | Special Education; Learning Disabilities; Teaching Models; Teacher Effectiveness; Students with Disabilities; Cognitive Processes; Difficulty Level; Educational Practices; Teacher Evaluation Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Lehrmodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Bildungspraxis; Teacher appraisal; Lehrerbeurteilung |
Abstract | Danielson's Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT's Instructional Domain (Domain 3) of Danielson's FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and development of effective teaching for students with learning disabilities. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |