TY - JOUR
T1 - Teachers’ beliefs about low-achieving students and higher order thinking
AU - Zohar, Anat
AU - Degani, Adi
AU - Vaaknin, Einav
PY - 2001/5
Y1 - 2001/5
N2 - 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.
AB - 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.
KW - Higher order thinking
KW - Low-achieving students
KW - Teacher beliefs
UR - http://www.scopus.com/inward/record.url?scp=0035625233&partnerID=8YFLogxK
U2 - 10.1016/S0742-051X(01)00007-5
DO - 10.1016/S0742-051X(01)00007-5
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AN - SCOPUS:0035625233
SN - 0742-051X
VL - 17
SP - 469
EP - 485
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 4
ER -