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The fact that student ratings of self-efficacy are accurate (for both successful and unsuccessful students) suggests that this is not a chicken-or-the-egg-type issue. The trouble is kids don’t necessarily learn how to attack a new or different kind of equation. They did this at the same time as they developed reading and writing. We found that children initially performed equally well in both training conditions. In both discussions, instruction is teacher-led and characterized by (a) explicit performance expectations, (b) systematic prompting, (c) structured practice, (d) monitoring of achievement, and (e) reinforcement and corrective feedback.

Pages: 40

Publisher: Garlic Press (November 1, 1999)

ISBN: 0931993423

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