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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
Pines, A. Leon – 1979
Discussed are the nature of the development of conceptual relationships, and the structure of concepts. The topics are presented with regard to the importance of combining metaphors with two alternate approaches to learning, the first being rote learning and the other being inductive learning. The paper is intended to be a model of the concept of…
Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Generalization
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Houck, Cherry K. – Journal of Learning Disabilities, 1993
This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…
Descriptors: Cognitive Processes, Course Content, Generalization, Integrated Activities
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Kulieke, Marilynn J.; Jones, Beau Fly – Remedial and Special Education (RASE), 1993
This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…
Descriptors: Cognitive Processes, Elementary Education, Learning Disabilities, Learning Strategies
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Ashman, Adrian F.; Conway, Robert N. F. – International Journal of Disability, Development and Education, 1993
This paper reviews the recent history of psychoeducational testing, examines attempts to link assessment with instruction within the information processing domain, and presents a model of a general assessment-instruction procedure that classroom and specialist teachers could use in effective remediation and instruction practices. (JDD)
Descriptors: Cognitive Processes, Disabilities, Elementary Secondary Education, Psychoeducational Methods
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Scruggs, Thomas E.; Mastropieri, Margo A. – Journal of Learning Disabilities, 1993
This critique of Edwin Ellis's Integrative Strategy Instruction model for integrating cognitive strategies into content area learning for students with learning disabilities comments on the model's similarities to other cognitive strategy training models, the role of mnemonic techniques in content area learning, and the need to incorporate…
Descriptors: Cognitive Processes, Course Content, Integrated Activities, Learning Disabilities
Heflich, David A.; Iran-Nejad, Asghar – 1995
Inspired by the work of Donald Schon and John Dewey, educators today consider reflective practice a viable alternative to the technical-rational paradigm that has historically dominated educational thought in the United States. This paper argues that wholetheme constructivism can lead to a deeper understanding of reflective practice. Dewey…
Descriptors: Cognitive Processes, Cognitive Style, Constructivism (Learning), Educational Change
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Vauras, Marja; And Others – Journal of Learning Disabilities, 1993
This critique of Edwin Ellis's Integrative Strategy Instruction model comments that analyses are needed concerning the mutual social adaptations of differently disposed (cognitively, motivationally, and emotionally) students with learning disabilities and teachers within the social frames of learning environments. (JDD)
Descriptors: Adjustment (to Environment), Cognitive Processes, Course Content, Integrated Activities
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Copeland, Willis D. – Journal of Teacher Education, 1989
Fostering teachers' clinical reasoning as a reflection of their understanding of classrooms should be a central purpose of any modern teacher education program. This article presents a rationale for and description of a proposal for pre-student teaching laboratory experiences which utilize computer-based simulations to facilitate development of…
Descriptors: Artificial Intelligence, Cognitive Processes, Computer Simulation, Higher Education
Johnson, Judith A. – 1997
This monograph examines three approaches to intelligence that include cognitive processing components and relates each to assessment and interventions with students having reading disabilities. The first, Sternberg's Triarchic theory of intelligence (1985), includes three subtheories, contextual, experiential, and componential. The second, the…
Descriptors: Cognitive Processes, Cognitive Structures, Cognitive Tests, Dyslexia
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Maccow, Gloria C. – Contemporary Education, 1991
Special programs for learning-disabled students have limited effectiveness because learning outcome is not determined by remedial education setting. Effective programs must consider cognitive ability, strategic repertoire, previously acquired skills and concepts, and awareness of the goal each task must achieve. Psychological assessment provides…
Descriptors: Academic Achievement, Cognitive Processes, Educational Cooperation, Educational Testing
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Maier, William – Montessori Life, 1997
Describes how putting the theory of multiple intelligences into practice in Montessori elementary schools could enhance students' self-knowledge, animate independent learning, and make learning communities more culturally inclusive. Suggests pluralizing the point of entry into a topic, building teaching teams to support diverse intellects, and…
Descriptors: Classroom Techniques, Cognitive Processes, Cognitive Style, Cultural Awareness
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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)