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Sinopsis
Cognitive style theory suggests that individuals utilize different patterns in acquiring knowledge. This book describes various styles of processing information that are employed by children as they receive new information in various settings―especially in teaching/learning situations. Cognitive style is not an indication of one's level of intelligence, but a description of the unique strategies that learners employ in acquiring new information. This book describes individual differences that have been documented through scholarly investigations of cognitive styles, highlights philosophical and theoretical foundations of cognitive style concepts, and pinpoints implications for classroom practice.
Researched concepts are interwoven with current issues such as affirmative action and public policy to promote ideas that assist with a better understanding of at-risk learners and troubled youth in general. Currently, the theory of multiple intelligences is receiving widespread acceptance. This book suggests that MI theory is merely a reframing of cognitive style theory. The book also details how some children diagnosed as hyperactive are improperly labeled.
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Acerca del autor
HARRY MORGAN is Professor of Early Childhood Education at The State University of West Georgia in Carrollton. He is the author of Historical Perspectives on the Education of Black Children (Praeger, 1995).
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Cognitive Styles and Classroom Learning
Publicado por
Bloomsbury Publishing USA, 1997
ISBN 10: 0275956849
ISBN 13: 9780275956844
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Cognitive Styles and Classroom Learning
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Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9780275956844. Nº de ref. del artículo: 4126339
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Cognitive Styles and Classroom Learning
Librería: Anybook.com, Lincoln, Reino Unido
Calificación del vendedor: 5 de 5 estrellas
Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9780275956844. Nº de ref. del artículo: 4126340
Cantidad disponible: 1 disponibles
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Cognitive Styles and Classroom Learning
Publicado por
Bloomsbury Publishing USA, 1997
ISBN 10: 0275956849
ISBN 13: 9780275956844
Antiguo o usado
Tapa dura
Librería: Better World Books, Mishawaka, IN, Estados Unidos de America
Calificación del vendedor: 5 de 5 estrellas
Condición: Good. Used book that is in clean, average condition without any missing pages. Nº de ref. del artículo: 2250604-6
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Cognitive Styles and Classroom Learning (Drugs and the Pharmaceutical)
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Cognitive style theory suggests that individuals utilize different patterns in acquiring knowledge. This text describes various styles of processing information that are employed by children as they receive new information in various settings, especially in. Nº de ref. del artículo: 446868357
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Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Cognitive style theory suggests that individuals utilize different patterns in acquiring knowledge. This book describes various styles of processing information that are employed by children as they receive new information in various settings-especially in teaching/learning situations. Cognitive style is not an indication of one's level of intelligence, but a description of the unique strategies that learners employ in acquiring new information. This book describes individual differences that have been documented through scholarly investigations of cognitive styles, highlights philosophical and theoretical foundations of cognitive style concepts, and pinpoints implications for classroom practice.Researched concepts are interwoven with current issues such as affirmative action and public policy to promote ideas that assist with a better understanding of at-risk learners and troubled youth in general. Currently, the theory of multiple intelligences is receiving widespread acceptance. This book suggests that MI theory is merely a reframing of cognitive style theory. The book also details how some children diagnosed as hyperactive are improperly labeled. Nº de ref. del artículo: 9780275956844
Cantidad disponible: 1 disponibles