| Title | Date | Views | Brief Description |
|---|
| Case studies of two teachers: the knowledge teachers draw upon to adapt |
2009 |
2218 |
Previous research has provided insight into teachers' adaptations during instruction (Duffy et al., 2008), yet it has not been determined what knowledge teachers draw upon to make their decisions. Therefore, this study examines the knowledge teachers... |
| "Their transformations were never for a piece of beauty rarer": the transformative effects of Shakespeare Lives!, a professional development program for teachers |
2009 |
2401 |
One criticism of educational research is few studies examine the sustainability of professional development for teachers. This study grew out of a pilot study conducted in 2005 with a group of teachers who participated in the Shakespeare Lives! profe... |
| Teaching adaptations as they are related to academic task and student engagement |
2009 |
1704 |
Researchers claim that effective teachers adapt their instruction to meet their students' learning needs (see for instance, Bransford, Darling-Hammond, & LePage, 2005; Duffy, 2005; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001). Little... |
| Teachers’ adaptations and rationales as they relate to openness of task and student motivation |
2009 |
1894 |
Prior research has investigated teacher adaptations and rationales as they relate to literacy instruction. This research hinted at a relationship between instructional adaptations and open tasks, notably that open tasks seemed to produce more adaptat... |
| Case Studies of Four Teachers: The Openness of the Tasks They Implement, the Adaptations They Make, and the Rationales They Offer for Adapting |
2008 |
2140 |
Research has demonstrated that open literacy tasks--assignments that are authentic, collaborative, challenging, student-directed, and sustained--are beneficial for students' motivation and learning. Researchers contend that teachers must be adaptive ... |