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Curtis, Pamela – Understanding Our Gifted, 2011
How do teachers teach gifted students whose emotional age trails their chronological age? How can they integrate those students into their classes so that these students mature while not detracting from the learning of the other students? In this article, the author offers pieces of advice on teaching gifted students whose emotional ages trail…
Descriptors: Academically Gifted, Teaching Methods, Teaching Models, Emotional Problems
Peer reviewed Peer reviewed
Strong, Richard W.; And Others – Educational Leadership, 1985
Each of the five principal goals of education--cultural literacy, understanding, synthesis, mastery, and involvement--is best achieved using teaching strategies that develop thinking skills appropriate to the curriculum objectives associated with the goal in question. The specific strategy selected depends on learner readiness and content…
Descriptors: Cognitive Development, Educational Objectives, Elementary Secondary Education, Teaching Methods
Peer reviewed Peer reviewed
Hunter, Madeline C. – Educational Leadership, 1987
Hunter responds to Gibboney's criticism of her teaching model in the previous article. She points to the fact that her model is based on research, and (in response to Gibboney's criticism of its simplistic approach) that the model has been criticized for expecting too high a level of thinking skills. (MD)
Descriptors: Academic Achievement, Cognitive Development, Educational Research, Elementary Secondary Education
Peer reviewed Peer reviewed
Gibboney, Richard A. – Educational Leadership, 1987
Round three; Gibboney responds to Hunter's response to his criticism of Hunter's teaching model. He reiterates his belief that Hunter has not demonstrated a satisfactory research base for the model and that her training process is too narrow and ignores competing approaches and critical discussion. (MD)
Descriptors: Cognitive Development, Educational Research, Elementary Secondary Education, Program Effectiveness
Peer reviewed Peer reviewed
Joyce, Bruce – Educational Leadership, 1985
The availability of several effective teaching models that allow the teaching of thinking skills and subject matter simultaneously proves that intellectual processes and content are not incompatible subjects for instruction. These models differ significantly from traditional models, and adequate training in them will require a thorough commitment…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Faculty Development
Peer reviewed Peer reviewed
Edwards, Clifford H. – High School Journal, 1981
Critiques direct instruction for its emphasis on fact accumulation at the expense of thinking skill development. (SJL)
Descriptors: Academic Achievement, Cognitive Development, Educational Principles, Elementary Secondary Education
Peer reviewed Peer reviewed
Russell, Crawford L. – Studies in Art Education, 1981
Adapting the cognitive behavior modification work of Bandura and Mahoney, the author suggests a "mediational approach" to teaching creativity in the art classroom; here the desired behavior is modeled, guided experience is offered for practice, then reward in the form of approval is given for successful completion of the event. (Editor/SJL)
Descriptors: Art Education, Behavior Modification, Cognitive Development, Creative Development
Peer reviewed Peer reviewed
Moreira, Joao M. – European Journal of Teacher Education, 1996
This paper attempts to clarify the field of teacher development by proposing a classification of approaches to teacher development that include the main theoretical models currently cited. The four approaches discussed include cognitive-structural, skill acquisition, reorientation of concerns, and life cycle. (Author/SM)
Descriptors: Cognitive Development, Educational Theories, Elementary Secondary Education, Faculty Development
Peer reviewed Peer reviewed
Greenes, Carole – Journal of Education, 1995
Introduces the constructivist theory of mathematical learning, and illustrates its application in a curriculum focusing on fundamental concepts. How knowledge is constructed, how concepts mature, and what it means to learn and to know mathematics are presented. Pedagogical implications of adopting a constructivist perspective on knowledge and…
Descriptors: Cognitive Development, Cognitive Processes, Concept Teaching, Constructivism (Learning)