Abstract
This article attempts to demonstrate how the inductive and deductive processing modes function together. Educational models associated with an inductive learning process provide a great opportunity for students to assess their accountability in the learning process. However, the lessons gleaned from such an inductive approach can be more insight-provoking when a synthesis of (or at least access to) deductive processing occurs. The topic is presented in two parts: The first part constitutes a review of the inductive/deductive dynamic through research, study, and theory across multiple learning contexts. The second part presents a qualitative study and data examples for the purposes of theoretically and practically applying various deductive/inductive processes to an English/Language Arts context.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Lynch, Joseph M.
(2019)
"Blending Inductive and Deductive Processes in the English/Language Arts Classroom,"
The Advocate:
Vol. 24:
No.
1.
https://doi.org/10.4148/2637-4552.1122
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