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Annemarie Sullivan Palincsar
Researcher at University of Michigan
Publications - 137
Citations - 17899
Annemarie Sullivan Palincsar is an academic researcher from University of Michigan. The author has contributed to research in topics: Teaching method & Reading comprehension. The author has an hindex of 42, co-authored 132 publications receiving 17114 citations. Previous affiliations of Annemarie Sullivan Palincsar include Michigan State University.
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Journal ArticleDOI
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Journal ArticleDOI
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Phyllis C. Blumenfeld,Elliot Soloway,Ronald W. Marx,Joseph Krajcik,Mark Guzdial,Annemarie Sullivan Palincsar +5 more
TL;DR: Project-based learning as discussed by the authors is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems, and it has the potential to help people learn.
Journal ArticleDOI
Social constructivist perspectives on teaching and learning
TL;DR: Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge and their application to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform are discussed.
Book ChapterDOI
Guided, Cooperative Learning and Individual Knowledge Acquisition
TL;DR: In this paper, the authors discuss theoretical claims concerning a variety of group-learning procedures and the evidence for the efficacy of these procedures. But, they do not discuss whether children can benefit from systematic instruction, such as a form of reciprocal teaching, in which modeling and support is given for the acquisition of complex argument rules.