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Peer reviewed Peer reviewed
ERIC Number: EJ605241
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
Restructuring Heterogeneous Classes for Cognitive Development: Social Interactive Perspective.
Ben-Ari, Rachel; Kedem-Friedrich, Peri
Instructional Science, v28 n2 p153-67 Mar 2000
Describes a study of students in grades three, four, and five that tried an educational application derived from the social constructivism view based on theories of Vygotsky and Piaget to improve cognitive development in a heterogeneous class. Path analysis showed that complex learning techniques are related to cognitive development. (Author/LRW)
Descriptors: Cognitive Development, Elementary Education, Heterogeneous Grouping, Interpersonal Relationship, Learning Strategies, Path Analysis, Teacher Role
Publication Type: Journal Articles; Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A