Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-19T10:13:46.246Z Has data issue: false hasContentIssue false
  • English
  • Français

Learner and Teacher: Perhaps the most Important Partnership of All

Published online by Cambridge University Press:  26 February 2016

Peter Westwood
Peter Westwood*
Affiliation:
Flinders University of South Australia
*
Correspondence should be addressed to Peter Westwood, School of Education. The Flinders University of South Australia, GPO 2100 Adelaide SA 5001.
Get access Rights & Permissions [Opens in a new window]

The des english memorial lecture aase national conference, adelaide, 1994

There can be no simplistic model of a “good teacher” - the perception of good teaching, like beauty, lies in the eye of the beholder and depends on the nature of the interaction between teacher and student (Batten: 1993, 13).

Type
Meeting Report
Information
Australasian Journal of Special Education , Volume 19 , Issue 1 , 1995 , pp. 5 - 16
Copyright
Copyright © The Australian Association of Special Education 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agne, K.J., Greenwood, G.E. & Miller, L.D. (1994). Relationships between teacher belief systems and teacher effectiveness. Journal of Research and Development in Education, 27, 141–152.Google Scholar
Ames, R. (1983). Teachers’ attributions for their own teaching. In Levine, J.M. & Wang, M.C., (Eds.). Teacher and student perceptions: implications for learning. Hillsdale, NJ: Erlbaum. Google Scholar
Anderson, L.M. (1989). Learners and learning. In Reynolds, M.C., (Ed.). Knowledge base for the beginning teacher. Oxford: Pergamon Press. Google Scholar
Ashman, A. & Conway, R.N.F. (1989). Cognitive strategies in special education. London: Routledge. Google Scholar
Ashman, A., van Kraayenoord, C.E., & Elkins, J. (1992). Intervention research in Australia. In Wong, B.Y.L., (Ed.). Contemporary intervention research in learning disabilities. New York: Springer-Verlag. Google Scholar
Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64, 173–194.Google Scholar
Batten, M. (1993). Students’ perceptions of effective teaching. In Batten, M., Marland, P. & Khamis, M., Knowing how to teach well. Hawthorn, Victoria: Australian Council for Educational Research. Google Scholar
Batten, M., Marland, P. & Khamis, M. (1993). Knowing how to teach well. Hawthorn, Victoria: Australian Council for Educational Research. Google Scholar
Bendell, D., Tollefson, N., & Fine, M. (1980). Interaction of locus of control and the performance of learning disabled adolescents. Journal of Learning Disabilities, 13, 83–86.Google Scholar
Bos, C.S. (1988). Academic interventions for learning disabilities. In Kavale, K.A., (Ed.). Learning disabilities: State of the art and practice. Boston: College-Hill Press. Google Scholar
Bush, W.S. & Kincer, L.A. (1993). The teacher’s influence on the classroom learning environment. In Jensen, R.J., (Ed.). Research ideas for the classroom: Early childhood mathematics. New York: Macmillan. Google Scholar
Canino, F.J. (1981). Learned-helplessness theory. Journal of Special Education, 15, 471–484.Google Scholar
Cole, P.G. & Chan, L.K.S. (1990). Methods and strategies for special education. New York: Prentice Hall. Google Scholar
Duffy, G.G. (1990). Whatever became of teacher effectiveness? Reading Psychology, II, iii-x.Google Scholar
Fields, B.A. (1987). Research on teacher effectiveness: implications for remedial teachers. The Exceptional Child, 34, 117–132.Google Scholar
Ginott, H.G. (1972). Teacher and child. New York: Macmillan. Google Scholar
Ginsburg, H. (1989). Children’s arithmetic: how they learn it and how you teach it. Austin: Pro-Ed. Google Scholar
Good, T.L. & Brophy, J.E. (1991). Looking in classrooms (5th ed). New York: Harper Collins.Google Scholar
Harris, K.R., Graham, S., & Pressley, M. (1992). Cognitive-behavioral approaches in reading and written language: Developing self-regulated learners. In Singh, N.N. & Beale, I.L., (Eds.). Learning disabilities: Nature, theory and treatment. New York: Springer-Verlag. Google Scholar
Jacobsen, B., Lowery, B., & DuCette, J. (1986). Attributions of learning disabled children. Journal of Educational Psychology, 78, 59–64.Google Scholar
Jordan, A., Kircaali-Iftar, G. & Diamond, C.T.P. (1993). Who has the problem, the student or the teacher? Differences in teachers’ beliefs about their work with at-risk and integrated exceptional students. International Journal of Disability, Development and Education, 40, 45–62.Google Scholar
Marland, P. (1993). Exploration of teachers’ professional craft knowledge. In Batten, M., Marland, P. & Khamis, M., Knowing how to teach well. Hawthorn, Victoria: Australian Council for Educational Research. Google Scholar
Needels, M.C. & Gage, N.L. (1991). Essence and accident in process-product research on teaching. In Waxman, H.C. & Walberg, H.J., (Eds.). Effective teaching: current research. Berkeley, CA: McCutchan. Google Scholar
Rieth, H. & Evertson, C. (1988). Variables related to the effective instruction of difficult-to-teach children. Focus on Exceptional Children, 20, 1–8.Google Scholar
Rogers, C. (1969). Freedom to learn. Columbus: Merrill. Google Scholar
Rosenshine, B. & Stevens, R. (1986). Teaching functions. In Wittrock, M.C., (Ed.). Handbook of research on teaching (3rd ed). New York: Macmillan.Google Scholar
Schumm, J.S., Vaughn, S., Gordon, J. & Rothlein, L. (1994). General education teachers’beliefs, skills, and practices in planning for mainstreamed students with learning disabilities. Teacher Education and Special Education, 17, 22–37.Google Scholar
Schunk, D.H. (1989). Self-efficacy and cognitive development. Journal of Learning Disabilities, 22, 14–22.Google Scholar
Thompson, A.G. (1992). Teachers’ beliefs and conceptions: a synthesis of the research. In Grows, D., (Ed.). Handbook of research on mathematics teaching and learning. New York: Macmillan. Google Scholar
Thompson, R.A. (1992). A critical perspective on whole language. Reading Psychology, 13, 131–155.Google Scholar
Tobin, K. & Fraser, B.J. (1991). Learning from exemplary teachers’. In Waxman, H.C. & Walberg, H.J., (Eds.). Effective teaching: current research. Berkeley, CA: McCutchan. Google Scholar
van Kraayenoord, C. & Elkins, J. (1994). Learning difficulties in regular classrooms. In Ashman, A. & Elkins, J., (Eds.). Educating children with special needs (2nd ed). Sydney: Prentice Hall Australia.Google Scholar
Walden, T.A. & Ramey, C.T. (1988). Locus of control and academic achievement. Journal of Educational Psychology, 75, 347–58.Google Scholar
Wang, M.C. (1983). Development and consequences of students’ sense of personal control. In Levine, J.M. & Wang, M.C., (Eds.). Teacher and student perceptions: implications for learning. Hillsdale, NJ: Erlbaum Google Scholar
Wang, M.C. & Walberg, H.J. (1991). Teaching and educational effectiveness: research synthesis and consensus from the field. In Waxman, H.C. & Walberg, H.J., (Eds.). Effective teaching: current research. Berkeley, CA: McCutchan. Google Scholar
Wang, M.C., Haertel, G.D., & Walberg, H.J. (1994). What helps students learn? Educational Leadership, 51, 74–79.Google Scholar
Waxman, H.C. & Walberg, H.J. (Eds.). (1991). Effective teaching: current research. Berkeley, CA: McCutchan. Google Scholar
Westwood, P.S. (1987). Why do certain children have learning difficulties? Australian Journal of Remedial Education, 19, 2.Google Scholar
Westwood, P.S. (1993a). Striving for positive outcomes for students with learning difficulties. Special Education Perspectives 2, 87–94.Google Scholar
Westwood, P.S. (1993b). Commonsense methods for children with special needs (2nd ed). London: Routledge.Google Scholar
Wittrock, M.C. (Ed.). (1986). Handbook of research on teaching (3rd ed). New York: Macmillan.Google Scholar
Yates, G.C.R. (1988). Classroom research into effective teaching. Australian Journal of Remedial Education 20(1), 4–9.Google Scholar