Martin, D.S.; Craft, A. and Sheng, Z.N.
(2001).
| URL: | http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=... |
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| Google Scholar: | Look up in Google Scholar |
Abstract
Teacher cohorts in England and China received special training in techniques for teaching higher-level critical and creative cognitive strategies to deaf learners. Both cohorts implemented the strategies in the classroom at least twice weekly for 6 months. Measures included Raven's Standard Progressive Matrices (1959), a systematic observation checklist for cognitive behaviors (Martin & Craft, 1998), and critical and creative problem situations to which students had to respond. Results were compared with those from a study of similar learners in the United States (Martin & Jonas, 1985), and little difference was found. Students in all three countries improved in reasoning, devising real-world problem solutions involving critical thinking (but not creative thinking), using cognitive vocabulary in the classroom, and expressing others' viewpoints. Postintervention focus groups showed teachers in China used a more invariant sequence in teaching the cognitive strategies, but teachers in all three countries experienced similar expansion in cognitive terminology and self-perceptions as teachers of problem solving.
| Item Type: | Journal Article |
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| ISSN: | 0002-726X |
| Keywords: | neuropsychology; education of the deaf |
| Academic Unit/Department: | Education and Language Studies > Centre for Language and Communication Education and Language Studies > Education |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 432 |
| Depositing User: | Users 12 not found. |
| Date Deposited: | 14 Jun 2006 |
| Last Modified: | 02 Dec 2010 19:44 |
| URI: | http://oro.open.ac.uk/id/eprint/432 |
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