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ERIC Number: ED293269
Record Type: RIE
Publication Date: 1987-May
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Cognitions: Implications for Effective Instruction of Handicapped Students. Monograph No. 6. Instructional Alternatives Project.
Thurlow, Martha L.; And Others
The monograph summarizes research on students' beliefs or ideas about: (1) teachers' instructional behavior, (2) cognitive processes used during instruction, (3) differential treatment by teachers, (4) attributions for student performance, and (5) classroom learning environments. Students' cognitions or thought processes during instruction are considered to be a critical intervening variable between the teacher's delivery of instruction and student achievement. Three major implications for assessment and instructional intervention for mildly handicapped students are addressed: (1) there is evidence that assessment of the relationship between student attention and achievement should include student self-report; (2) teachers should use student interpretations and information to improve instructional effectivenness; and (3) when students are consistently unengaged or exhibit high rates of off-task behavior, teachers should check the appropriateness of the instructional match and student beliefs about their ability to succeed. Fifty-five references are appended. (Author/DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.
Note: For related documents, see EC 202 465-467.