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Download full textStonewater, Jerry K.; Stonewater, Barbara B. – AAHE Bulletin, 1984
The relationship between cognitive development and problem-solving skills is discussed. One approach for improving students' problem-solving skills rests in the application of cognitive development theories to instruction. Instructional strategies that facilitate cognitive development can be categorized into two groups: instruction that challenges…
Descriptors: Behavioral Science Research, Cognitive Development, College Instruction, Educational Strategies
Peer reviewedMiller, Phyllis, Ed. – Mensa Research Journal, 1999
This issue of a research journal on gifted education explores the concept of intelligence and giftedness, talent development, gifted education, and educational research. Specific articles include: (1) "Spearman Revisited: Contemporary Views of g" (Milton Dehn); (2) "Exceptionally High Intelligence and Schooling" (Ellen Winner), which argues for…
Descriptors: Ability Grouping, Cluster Grouping, Creativity, Educational Research
Gough, Deborah – Research Roundup, 1991
This document summarizes five studies that offer insight into the nature of higher-order thinking skills and the most effective methods for teaching them to students. The reviews outline the conclusions, definitions, recommendations, specific methods of teaching, instructional strategies, and programs detailed in the documents themselves.…
Descriptors: Creative Thinking, Critical Thinking, Educational Strategies, Elementary Secondary Education
Schuster, Donald, Ed. – Journal of Suggestive-Accelerative Learning and Teaching, 1980
The proceedings of the 1980 Suggestive-Accelerative Learning and Teaching (SALT) conference include: "Creative Power in Action: Discovering Your 'Right' Mind" (Carole Austen and Hilary Johnson); "The Co-Creative Teacher: A Key Dimension in Accelerated Learning in the Classroom" (Susan M. Campbell); "The Application of…
Descriptors: Academically Gifted, Acceleration (Education), Classroom Techniques, Creative Thinking
Wood, Terry, Ed.; Cobb, Paul, Ed.; Yackel, Erna, Ed.; Dillion, Deborah, Ed. – 1993
This monograph chronicles a field-based investigation of children's learning in a second grade mathematics classroom over the course of a school year. The interrelated aspects of the processes by which children learn mathematics with meaning are illustrated here. The investigation was expanded to include a sociological analysis in an attempt to…
Descriptors: Arithmetic, Basic Skills, Classroom Environment, Cognitive Psychology
