At-Risk Students and Thinking: Perspectives from Research.

Sonst. Personen	Presseisen, Barbara Z. (Hrsg.)
Institution	National Education Association, Washington, DC.; Research for Better Schools, Inc., Philadelphia, PA.
Titel	At-Risk Students and Thinking: Perspectives from Research.
Quelle	(1988), (161 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8106-1483-9
Schlagwörter	Leitfaden; Academic Achievement; Cognitive Ability; Cognitive Development; Cognitive Processes; Curriculum Development; Disadvantaged Youth; Dropout Characteristics; Dropout Prevention; Dropouts; Educational Assessment; Educational Change; Educational Needs; Elementary Secondary Education; High Risk Students; History; Instructional Development; Learning Strategies; Logical Thinking; Metacognition; Minority Groups; Problem Solving; Productive Thinking; Student Characteristics; Teacher Education; Teacher Role; Teaching Methods; Urban Education + Suchen Sie Ihr Suchwort? Schulleistung; Denkfähigkeit; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Benachteiligter Jugendlicher; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Education; assessment; Bewertungssystem; Bildungsreform; Educational need; Bildungsbedarf; Problemschüler; Geschichte; Geschichtsdarstellung; Teaching improvement; Unterrichtsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ethnische Minderheit; Problemlösen; Produktives Denken; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	This collection of research reports explores teaching cognitive skills to at-risk students. Focus includes the following: (1) broad issues guiding the research; (2) historical perspective; (3) student characteristics; (4) student needs; (5) research on teaching thinking and problem solving; (6) teacher training; and (7) instructional and curricular policy and practice. Chapters are the following: (1) "Focus on the At-Risk Learner: An Introduction" (B. Z. Presseisen); (2) "Teaching Thinking and At-Risk Students: Defining a Population" (B. Z. Presseisen); (3) "Thinking Success for All Students: Understanding the Issues" (B. Z. Presseisen); (4) "Learning and Assisted Performance" (R. P. Duran); (5) "Toward Redefining Models of Curriculum and Instruction for Students At Risk" (B. F. Jones); (6) "Intellectual Assessment of At-Risk Students: Classification vs. Instructional Goals" (T. E. Sewell); (7) "Teaching Thinking to At-Risk Students: Generalizations and Speculation" (D. U. Levine); and (8) "Strategies To Help Teachers Empower At-Risk Students" (J.A. Mirman, R.J. Swartz, and J. Barell). Each chapter includes a brief abstract, a short list of discussion questions, and a list of references. (FMW)
Anmerkungen	National Education Association, 1201 16th Street, N.W., Washington, DC 20036-3290.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC