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

Douglas J. Hacker · Arnette Tenent

148 citations0/0 files storedJournal of Educational Psychology

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Innovative Teaching and Learning Methods Behavioral and Psychological Studies Innovative Teaching Methods

Abstract

The purpose of this qualitative study was to investigate teachers' implementation and practice of reciprocal teaching (RT) in 2 elementary schools. Over a 3-year period, 17 elementary school teachers participated in the implementation of RT. The obstacles they encountered and modifications made to RT were examined in vivo. Teachers modified their practice of RT, and the authors examined their modifications using 3 elements of RT: strategy use, dialogue, and scaffolded instruction. The focus was on whether these 3 essential elements remained in the teachers' constructions of RT. The authors also focused on whether teachers added anything new to RT. Theory and guidelines that can be used to help teachers with the implementation and practice of RT are developed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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References

1994Handbook of Qualitative Research 1995Handbook of Qualitative Research.1991Handbook of reading research 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities 1998Comprehension: A Paradigm for Cognition 1997Handbook of educational psychology 1990Handbook of research on teacher education 2013Handbook of Educational Psychology

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