How Well Do Teachers Teach for the Promotion of Student Thinking and Learning?
Study of eight teachers who participated in the Cognitive Training-Intervention Program showed students were more likely to become competent thinkers with explicit encouragement and reinforcement; teaching quality diminished when teachers did not teach what they planned nor assessed what they taught...
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| Veröffentlicht in: | Educational horizons 1993-07, Vol.71 (4), p.203-208 |
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| container_title | Educational horizons |
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| creator | Armour-Thomas, Eleanor Allen, Brenda A. |
| description | Study of eight teachers who participated in the Cognitive Training-Intervention Program showed students were more likely to become competent thinkers with explicit encouragement and reinforcement; teaching quality diminished when teachers did not teach what they planned nor assessed what they taught; and only three of the eight benefited from training in the process. (SK) |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0013-175X |
| ispartof | Educational horizons, 1993-07, Vol.71 (4), p.203-208 |
| issn | 0013-175X 2162-3163 |
| language | eng |
| recordid | cdi_proquest_journals_1302420534 |
| source | Periodicals Index Online; JSTOR |
| subjects | Cognitive Development Cognitive models COGNITIVE PERSPECTIVES Cognitive Processes Cognitive Training Intervention Program College instruction Encouragement High Schools Inservice Teacher Education Learning Mathematics education Outcomes of Education Reinforcement Secondary School Teachers Teacher Effectiveness Teachers Teaching methods Thinking Skills Training |
| title | How Well Do Teachers Teach for the Promotion of Student Thinking and Learning? |
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