Descriptor
Author
| Carpenter, Thomas P. | 1 |
| Clancy-Menchetti, Jeanine | 1 |
| Grek, Marcia | 1 |
| Mathes, Patricia G. | 1 |
| Nicholas, Karen | 1 |
| Robinson, Carol | 1 |
| Santi, Krist | 1 |
| Torgesen, Joseph K. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 2 |
| Meets WWC Standards with or without Reservations | 2 |
Peer reviewedCarpenter, Thomas P.; And Others – American Educational Research Journal, 1989
Twenty first-grade teachers' use of knowledge from research about mathematical thinking of children was compared with that of 20 teachers who did not participate in an analysis of research. Implications for teacher education and practice are discussed. (SLD)
Descriptors: Children, Classroom Techniques, Cognitive Processes, Comparative Analysis
A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers.
Peer reviewedMathes, Patricia G.; Torgesen, Joseph K.; Clancy-Menchetti, Jeanine; Santi, Krist; Nicholas, Karen; Robinson, Carol; Grek, Marcia – Elementary School Journal, 2003
This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical,…
Descriptors: Comparative Analysis, Elementary School Students, Elementary School Teachers, Grade 1
