On Teaching Adaptively

By L. Corno. 2008

414 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4258cb4b7ade9273f3978f737db519d8faa8c232

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In Cognitive Neuroscience

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, background): “even more diverse in terms of children’s abilities, effective schooling requires the use of instructional practices that enable all students to learn and develop their competencies (Corno 2008).”
Professional growth in adaptive teaching competence as a result of Lesson Study (2017, neutral): “to respond to a variety of students' educational needs (Corno, 2008).”
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement (2017, background): “Some of this work has considered adaptability with respect to instructional practices (e.g., Brühwiler & Blatchford, 2011; Corno, 2008; Parsons et al., 2012; Vaughn & Parsons, 2013, 2016).”
Students’ Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers? (2018, background): “That is, even teacher-independent ratings can provide valuable information on student learning by providing evidence that teachers in general (i.e., not restricted to one specific teacher) seem to adapt their teaching behavior in math to students’ individual performance levels (e.g., Corno, 2008).”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “To do this, they must first assess student characteristics as knowledge and motivation (Corno 2008).”
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018, background): “Diagnosing students’ prior knowledge is an essential part of bringing about contingent support (Corno, 2008; Davis &Miyake, 2004).”
Organizational Resources in the Service of School-Wide Ambitious Teaching Practice (2011, background): “If students are to be working on subject matter in ways that potentially put many topics on the table at once, and if teachers are to teach in ways that are responsive to student diversity, there must be ways to collect information about what students know and are able to do and to tailor teaching t”
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “…quality of interactions that teachers have with their students stems from their psychological and professional experiences (inputs) and is linked directly to gains in student achievement of educational objectives or social and emotional skills (outputs; Corno, 2008; Hamre & Pianta, 2007).1 Note.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Ideally, teachers have to diagnose their students’ self-regulation skills in order to know about the amount of scaffolding that each individual student needs (Corno 2008).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “Although several researchers have pointed out that students’ characteristics and active efforts are likely to influence teacher–child relationships and a teacher’s instruction methods (Corno, 2008; Ladd et al., 1999; Nurmi, 2012; Pianta, 2006), less attention has been paid to the fact that this link”