Search results for: Cognitive processes
Page 1/3 22 items
The goal of this study is to describe an intervention intended to improve preservice teachers’ understanding of phonological awareness. The participants were teacher candidates, who randomly assigned to watch a Content Acquisition Podcast on phonological awareness significantly outperformed matched peers who read a practitioner-friendly article on the same topic.
Updated: Apr. 15, 2015
In this article, the author explores the role of the arts in education through the lens of current research in cognitive neuroscience. The article explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. The author argues that as we strive toward the new theory of whole-mindedness, learners can be freed from their labeling - and so can the arts in education. The arts not only represent a wide spectrum of crafts and domains valued by society in so many ways, but also represent core modalities that align with cognitive constructs in the mind-brain - constructs that are critical to our development as individuals and to a society that has entered a visual revolution.
Updated: Nov. 11, 2014
This study used Cognitive load theory (CLT) to explain the challenges faced by student teachers. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions.
Updated: Sep. 22, 2014
This article reviews the literature on adaptive expertise. The article proposes a conceptual framework, and presents implications for special educator preparation to promote cognitive and metacognitve skills and adaptive dispositions that are critical to professional growth and effectiveness.
Updated: Feb. 19, 2014
This article argues for its central construct – that of transformation – to be understood by teachers and teacher educators in psychological terms. Transformation requires teachers to fashion disciplinary knowledge such that it is accessible to the learner. It is argued that for transformation to happen, teacher thinking must include a sophisticated grasp of cognition and metacognition if teachers are to be characterised as competent, let alone expert. This paper is written within a context of considerable social and academic scrutiny in the UK of the form and content of professional teacher preparation and development.
Updated: Dec. 16, 2013
Going beyond the ‘PISA Shock’ Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001‑2008
This article analyzes the cognitive reception of PISA in six European countries which were studied in the European collective research project KNOWandPOL (Knowledge and Policy in Education and Health Sectors). The author proposes a specific theoretical framework which largely draws on some concepts and theoretical tools from the sociology of translation and their adaptation in policy analysis.
Updated: May. 29, 2013
Developing Communication Competence Using An Online Video Reflection System: Pre-service Teachers’ Experiences
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Updated: Feb. 13, 2013
In this article, the authors focus on one aspect of instruction, the extent of cognitive demand that characterizes reading and mathematics instruction in fourth- and fifth-grade classrooms. The authors wanted to explore whether the instructional styles of teachers who teach in both subject areas exhibited similar amounts of cognitive demand. The findings suggest that the level of cognitive demand exhibited in the tasks teachers pose and the responses and work of students are similar in mathematics and reading.
Updated: May. 28, 2012
In this study, the authors empirically tested a theoretical model based on the one suggested by Lamon, who claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The authors also used an extended model which included an additional component of solving missing value proportional problems. To a great extent, the data provided support for the extended model.
Updated: Apr. 16, 2012
Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes
This paper examines the way student teachers make sense of conceptual tools when writing cases. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students.
Updated: Nov. 29, 2010