Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/380
Title: How 'Supportive' is learning support?
Authors: Jones, Kevin
Quah, May Ling
Issue Date: 1999
Citation: Teaching and Learning, 19(2), 21-30
Abstract: When we encounter someone who is 'in difficulty', the natural inclination is to 'do things for them' rather than helping them to confront the problem for themselves. With a similar sentiment, teachers and parents can easily take over the task of learning for pupils with special educational needs, rather than helping them to develop their own learning and problem-solving skills (Jones, Bill & Quah 1996). The results of research recently undertaken in Singapore and the United Kingdom (Jones & Quah 1998) reveal three qualitatively different levels of 'learning support' which are described below. Each level appears to have a different potential for empowering pupils to manage their own academic and social learning.
URI: http://hdl.handle.net/10497/380
ISSN: 0129-7112
Appears in Collections:Journal Articles - Teaching and Learning

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