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|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||Statistics to Oct 2018:||Visitors: 93
|Appears in Collections:||Book Chapter|
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