Sinossi
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.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Informazioni sugli autori
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).
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).
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
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Cognitive Styles and Classroom Learning
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Condizione: 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. Codice articolo 4126340
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Hardcover. Condizione: new. Hardcover. 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 settingsespecially 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. 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 teaching/learning situations. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9780275956844
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