Measures of content (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Authors also used five categories to typify the issues enumerated by teachers within their maps. These categories are exploratory and were chosen because they represent diverging aspects of teachers’ belief systems (c.f., Clark & Peterson, 1986).
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Participants (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Theoretical Orientation to Reading Profile (TORP)
Measures of Structure (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Measures of content (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Procedure (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Learn After
Affective or emotional support (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Sensitivity to differences (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Outside-class stimulus (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Instructional strategy (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Instructional Outcomes (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)