Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications

By Douglas J. Hacker, Arnette Tenent. 2002

154 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/50a730d2134168dca5f94cedabda5477558470c8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction (2013, background): “Alternatively, the student-centered constructivist approaches to instruction have been suggested in educational innovations worldwide (e.g., Guthrie et al. 2000; Hacker and Tenent 2002; Newmann et al. 1996b; Partnership for 21 Century Skills 2009).”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “Qualitative descriptions of the characteristics of the scaffolding used in the study were frequently presented (e.g., Hacker & Tenent, 2002; McIntyre, 2007).”
Cognitive Strategies Instruction: From Basic Research to Classroom Instruction (2009, background): “…however, teachers who employ reciprocal teaching as a way to begin strategies instruction eventually use a variety of instructional tactics to encourage their students to make predictions, generate questions, seek clarifications, and construct summaries (Hacker & Tenent, 2002; Marks et al., 1993).”
Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies (2011, background): “…of multiple-strategy instruction, as demonstrated in studies with at-risk readers, remedial readers, and good, average, and poor comprehenders (Hacker & Tenet, 2002; Rosenshine & Meister, 1994), it may have been omitted from classroom instruction because of the difficulties that often emerge…”
Mathematics in the home: Homework practices and mother–child interactions doing mathematics (2006, unknown): “Yamauchi, & Hausmann, 2001; Fleer, 1992; Hacker & Tenent, 2002 ) and in mathematics (Meyer & Turner, 2002; Nathan & Knuth, 2003; Sarama, Clements, Swaminathan, McMillen, & Gonzalez-Gomez, 2003).”