Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction
This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on differentiated instruction (DI) and teacher/student conferencing (TSC) in improving the participants’ understanding and evaluation of published educational research....
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Calgary
2022-01-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/71832 |