Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13476
Title: Response to Learning disabilities
Contributor(s): Hay, Ian (author)
Publication Date: 2002
Handle Link: https://hdl.handle.net/1959.11/13476
Abstract: In an Australian study to investigate, from the students' perspective, teachers' instructional patterns, Hay (2000) interviewed 40 students involved in a modified Year 10 program. Many of these students were identified as having a learning difficulty. The students reported that they disliked teachers who covered too much advanced work the students did not understand, and indicated that a critical issue in their learning was instructional pacing. There is a claim that teachers' pacing of instruction can explain as much as 80% of the differences in achievement between low and high academic performers.
Publication Type: Book Chapter
Source of Publication: Reflecting on practice: Student teachers' pespectives, p. 106-107
Publisher: Post Pressed
Place of Publication: Flaxton, Australia
ISBN: 1876682310
Field of Research (FOR): 130305 Educational Counselling
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://trove.nla.gov.au/version/9789365
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Appears in Collections:Book Chapter

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