Search results for: Cognitive processes
Page 2/3 22 items
This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening: a cognitive type and a non-cognitive type. By considering a number of familiar classroom incidents, the author shows that both kinds of listening have important roles in teaching and learning. The author concludes that the empathic type of listening cannot be taught directly, but that teachers can provide three kinds of helps indirectly to foster its growth in learners.
Updated: Nov. 23, 2010
In this review, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Results indicate that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills.
Updated: Nov. 02, 2010
The goal of this study is twofold: 1) to capture differential frequencies of mentor teachers’ reflective moments, as indicators of different levels of consciousness in mentor teachers’ use and acquisition of supervisory skills during mentoring dialogues; 2) the authors explore methods for registering mentor teachers’ reflective moments in mentoring dialogues. 30 mentor teachers from primary education in the Netherlands were participated.
Updated: Sep. 07, 2010
In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behavior.
Updated: May. 09, 2010
In the phenomenological study from which this theoretical article derives, 18 middle school teachers were asked to describe moments when they recognized and responded to a student who did not understand something during an instructional activity. Based on his data analysis, the author identified an essential meaning structure and 10 patterns of meaning that describe the structure. In this article the author explicates the essential meaning structure, highlights the patterns of meaning which were identified, and then illuminates one of the four patterns of meaning specifically related to recognition - perceiving body language. In doing so, the author could then reflect theoretically and practically on this aspect.
Updated: Jan. 31, 2010
In this article, the authors focus on three classrooms and the ways the teachers asked questions to help students make public and extend their mathematical thinking. The authors detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. This study shows that teachers’ questions can position the student thinking in relation to the mathematics in ways that support student understanding.
Updated: Nov. 04, 2009
The study examines the use of video clips from teachers’ own classrooms as a resource for investigating student mathematical thinking. Three dimensions for characterizing video clips of student mathematical thinking are introduced: the extent to which a clip provides windows into student thinking, the depth of thinking shown, and the clarity of the thinking. 26 video clips were rated as being low, medium, or high on each dimension. The analysis suggests that the relationship between the video clip dimensions is most important in predicting whether a video clip will support in-depth conversations of student thinking on the part of teachers.
Updated: Sep. 15, 2009
The article examines the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. A body of 45 studies was identified, considering reader characteristics of ability, experience, knowledge, and interest.
Updated: May. 18, 2009
Learning to Teach: Enhancing Pre-Service Teachers' Awareness of The Complexity of Teaching-Learning Processes
The article addresses the effects of the intervention on pre-service teachers’ awarenessof the complexity of teaching. The authors designed one semester-long intervention course for pre-service teachers, based on an Internet site, including video-recorded authentic classroom literature teaching situations, transcripts of these lessons and diverse tasks. An analysis of the data revealed the pre-service teachers’ learning processes as they unfolded along the course: growing awareness of the complexity of classroom teaching, ability to base the analysis of the episodes on theories, and the initial construction of a cognitive lens to view classroom processes holistically.
Updated: Apr. 23, 2009
Understanding How A Case-Based Assessment Instrument Influences Student Teachers’ Learning Approaches
In the current study, the authors examine student teachers’ learning approaches in the context of case-based assessment. Hereto, they investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The results indicate that the student teachers’ perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning.
Updated: Jan. 26, 2009