Teachers’ beliefs about low-achieving students and higher order thinking

Anat Zohar, Adi Degani, Einav Vaaknin

Research output: Contribution to journalArticlepeer-review

164 Scopus citations


The goal of this study is to characterize the patterns of teachers' beliefs regarding low-achieving students and instruction of higher order thinking. Subjects are 40 Israeli teachers. Results show that 45% of the teachers believe that higher order thinking is inappropriate for low-achieving students. Findings suggest that teachers' beliefs in this context are related to their general theory of instruction: viewing learning as hierarchical in terms of students' academic level was found to be related to a traditional view of learning, i.e., seeing learning as progressing from simple, lower order cognitive skills to more complex ones. Implications for teacher education are discussed.

Original languageAmerican English
Pages (from-to)469-485
Number of pages17
JournalTeaching and Teacher Education
Issue number4
StatePublished - May 2001


  • Higher order thinking
  • Low-achieving students
  • Teacher beliefs


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