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Martin, D.S.; Craft, A. and Sheng, Z.N.
(2001).
DOI: https://doi.org/10.1353/aad.2012.0156
URL: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=...
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.
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About
- Item ORO ID
- 432
- Item Type
- Journal Item
- ISSN
- 0002-726X
- Keywords
- neuropsychology; education of the deaf
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport - Depositing User
- ORO Import