The DOI matches its OpenAlex record; 2 of the 2 references it cites were found in a registry or an index.
Structuring and Adjusting Content for Students: A Study of Live and Simulated Tutoring of Addition
Abstract
This study examined how six experienced teachers acquired information about students’ knowledge and used that information to adjust their instruction while tutoring. Each teacher tutored five simulated students and one live student in the algorithm for whole number addition. A diagnostic/remedial perspective in which the teacher forms a detailed model of the individual student’s knowledge and misconceptions was assumed in the early stages of the study, but did not describe adequately the tutoring of the teachers. Diagnosis was not their primary goal. Rather, each teacher appeared to move through a curriculum script—a loosely ordered but well defined set of skills and concepts students were expected to learn, along with the activities and strategies for teaching this material.
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Citations
Cites
Learning Lessons: Social Organization in the Classroom
Mehan, H. (1979) · doi:10.4159/harvard.9780674420106 · Cited by 2,872
Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior
Shavelson, R. J., & Stern, P. (1981) · Review of Educational Research · doi:10.3102/00346543051004455 · Cited by 1,113
Cited by
VanLEHN, K. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.611369 · Cited by 2,323
Stichwort: Professionelle Kompetenz von Lehrkräften
Baumert, J., & Kunter, M. (2006) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-006-0165-2 · Cited by 1,441
Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989) · American Educational Research Journal · doi:10.2307/1162862 · Cited by 1,015
The Place of Story in the Study of Teaching and Teacher Education
CARTER, K. (1993) · Educational Researcher · doi:10.3102/0013189x022001005 · Cited by 935
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
Metadata
- Authors
- Putnam, R. T.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publishing
- Published
- 1987-01-01
- Volume
- 24
- Issue
- 1
- Pages
- 13-13
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2158276510
- Cited by
- 226
- References
- 2
- FWCI
- 40.80
- Type
- journal article
- Language
- en
- Open access
- closed
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- Putnam, R. T. (1987). Structuring and Adjusting Content for Students: A Study of Live and Simulated Tutoring of Addition. American Educational Research Journal. https://doi.org/10.2307/1162851
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
