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Abstract Secondary school teachers’ responses to questions about the setting of written tasks to pupils were categorised and shown to fall upon a dimension called Transmission‐Interpretation. Half of the variance accounted for by this dimension was related to the subject taught. It is then suggested that the Transmission‐Interpretation dimension could be used to relate the teacher's view of what constitutes knowledge with his expectations about the learner's and the teacher's classroom roles.
Barnes et al. (Sat,) studied this question.
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