Providing the Context for Intentional Learning
dc.contributor.author | Palincsar, Annemarie Sullivan | en_US |
dc.date.accessioned | 2010-04-14T14:21:17Z | |
dc.date.available | 2010-04-14T14:21:17Z | |
dc.date.issued | 1990 | en_US |
dc.identifier.citation | Palincsar, Annemarie (1990). "Providing the Context for Intentional Learning." Remedial and Special Education 6(11): 36-39. <http://hdl.handle.net/2027.42/69150> | en_US |
dc.identifier.issn | 0741-9325 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/69150 | |
dc.description.abstract | This article is written in response to Sharon Derry's article “Remediating Academic Difficulties Through Strategy Training: The Acquisition of Useful Knowledge.” The features of effective strategy instruction, to which Derry refers, are illustrated by examining the nature of the decisions the teacher confronts; specifically, determining the purposes of instruction, the context in which instruction occurs, and the roles of the teacher and students in instruction. | en_US |
dc.format.extent | 3108 bytes | |
dc.format.extent | 940272 bytes | |
dc.format.mimetype | text/plain | |
dc.format.mimetype | application/pdf | |
dc.publisher | SAGE Publications | en_US |
dc.title | Providing the Context for Intentional Learning | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Annemarie Sullivan Palincsar is an associate professor in educational studies at the Uniuersity of Michigan. She completed her Ph D at the Uniilersity of Illinois, Champaign. Her research interests include the literacy instruction of primary-grade children in special education settings and peer collaboration in problem-solving actiziity. Address: Annemarie Palincsar, 305 Sumac Lane, Ann Arbor, MI 481 05. | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/69150/2/10.1177_074193259001100608.pdf | |
dc.identifier.doi | 10.1177/074193259001100608 | en_US |
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dc.identifier.citedreference | Harris, K.R., & Pressley, M. (in press). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children. | en_US |
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dc.identifier.citedreference | Palincsar, A.S., & Brown, A.L. (1988). Teaching and practicing thinking skills to promote comprehension in the context of group problem solving. Remedial and Special Education, 9(1), 53–59. | en_US |
dc.identifier.citedreference | Palincsar, A., Winn, J., David, Y., & Stevens, D. (in press). Models of strategy instruction reflecting different assumptions regarding teaching and learning. In L. Meltzer (Ed.), Cognitive, linguistic, and developmental perspectives on learning disabilities. Boston: College-Hill. | en_US |
dc.identifier.citedreference | Resnick, L. (1989). Introduction. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 1–24). Hillsdale, NJ: Erlbaum. | en_US |
dc.identifier.citedreference | Ryan, E.B., Weed, K.A., & Short, K.J. (1986). Cognitive behavior modification: Promoting active self-regulatory learning styles. In J. Torgesen & B. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 21–36). New York: Academic Press. | en_US |
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dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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