Abstract

An approach to improving classroom instruction is offered that advances a longitudinal, cyclical presentation of instruction, its evaluation, and revision over time. This approach is distinguished by student self-graphing of student performances, a teacher's log of changes made in instruction, and a class graph kept by the teacher or students. The teacher's involvement with this approach can be gradual, beginning with graphs for longitudinal lesson plans with pre-post assessments and going as far as multiple longitudinal assessments with teachers acting as researchers.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 111-126
Launched on MUSE
2007-06-13
Open Access
No
Archive Status
Archived 2020
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