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Feasibility of Explicit Instruction in Adult Basic Education: Instructor-Learner Interaction Patterns
Mellard, Daryl F. Scanlon, David
Mellard, Daryl F.
Scanlon, David
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Abstract
A strategic instruction model introduced into adult basic education classrooms yields insight into the feasibility of using direct and explicit instruction with adults with learning disabilities or other cognitive barriers to learning. Ecobehavioral assessment was used to describe and compare instructor-learner interaction patterns during learning center models of instruction and explicit, strategic instruction. The strategic instruction produced a higher quantity of instructional time and greater parity and efficiency in the instructor-learner interaction patterns than learning center instruction, which seems to indicate that explicit instruction is a feasible alternative for adult basic education classrooms.
Description
Date
2006
Journal Title
Journal ISSN
Volume Title
Publisher
Commission on Adult Basic Education
Research Projects
Organizational Units
Journal Issue
Keywords
Instructional Systems, Adult Education, Feasibility Studies, Learning Disabilities, Cognition Disorders, Behavioral Assessment, Teacher-student Relationships, Classroom Learning Centers, Explicit Instruction
Citation
Feasibility of Explicit Instruction in Adult Basic Education: Instructor-Learner Interaction Patterns. By: Mellard, Daryl; Scanton, David. Adult Basic Education, Spring 2006, Vol. 16 Issue 1, p21-37, 17p