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Peer reviewed Peer reviewed
ERIC Number: EJ172822
Record Type: CIJE
Publication Date: 1977
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teachers' Cognitive Emphasis and Pupil Achievement
Friedman, Morton
Educational Research Quarterly, 2, 1, 42-7, Spr 77
Significant differences were found between teacher emphasis of the memory and application levels of Bloom's Taxonomy and pupil achievement at those levels. At the memory level, differences in achievement were probably not due to differences in ability. At the application level, differences in pupil achievement may be due to ability, not teacher behavior. (EVH)
Descriptors: Academic Ability, Academic Achievement, Cognitive Processes, Difficulty Level, High School Students, Memory, Questioning Techniques, Secondary Education, Student Characteristics, Teacher Behavior
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Blooms Taxonomy