ERIC Number: EJ1214928
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2578-7608
EISSN: N/A
Supporting and Challenging Student Cognitions in the Classroom
Fisher, Amy K.; Simmons, Chris; Allen, Susan C.
Journal of Effective Teaching in Higher Education, v2 n1 p120-135 Spr 2019
This article reports results of a mixed methods exploration of the effects of reflective supervision on cognitive growth in undergraduate students. Students were enrolled in two sections of an introductory skills practice course containing an experiential exercise designed to enhance skill development. One group received supervision; the other did not. Pretest and posttest analyses of measures used to assess cognitive development showed no statistically significant gains for either group. However, the group receiving supervision made more gains, and analysis of qualitative data revealed evidence of cognitive growth for this group. The research supports further investigation of educational interventions that may promote cognitive development in undergraduate students in helping professions and allied health fields.
Descriptors: Cognitive Development, Undergraduate Students, Introductory Courses, Experiential Learning, Skill Development, Supervision, Internship Programs, Role Playing, Problem Solving, Reflection, Social Work, Self Evaluation (Individuals)
Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A