Teachers' beliefs about low-achieving students and higher order thinking

By Anat Zohar, A. Degani, Einav Vaaknin. 2001

299 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b33248851e5dd15b89cc6d27d34097327989d567

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Factors impacting teachers' argumentation instruction in their science classrooms (2016, background): “Other research suggests that teachers can see student abilities as barriers for argumentation instruction (Sampson & Blanchard, 2012; Zohar et al., 2001) and that teachers can oversimplify this complex task resulting in decreased opportunities and learning gains for students (McNeill, 2009).”
Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds (2008, background): “A substantial literature links the teachers’ beliefs about students, subject, and curriculum to teacher practices that have implications for student achievement (Gutierrez, 1996; Raudenbush, Rowan, & Cheong, 1993; Stodolsky & Grossman, 2000; Zohar, Degani, and Vaaknin, 2001 ).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…into initial teacher training in order to activate preservice teachers’ own self-regulation of learning and teaching, and to implement the promotion of SRL already early in teacher education (e.g., Kramarski and Kohen 2017; Kramarski and Michalsky 2010; Perry et al. 2008; Zohar et al. 2001).”
Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? (2003, methodology): “Contrary to many practitioners’ beliefs (Zohar et al., 2001) and to the findings of some previous studies (e.”
Explicit teaching of meta-strategic knowledge in authentic classroom situations (2008, background): “Zohar et al. (2001) found that many teachers, who believe that teaching higher order thinking is an important educational goal, believe that it is appropriate only for HA students.”
Elements of Teachers' Pedagogical Knowledge Regarding Instruction of Higher Order Thinking (2004, background): “The gist of the tension is that many of the programs for developing students’ higher order thinking have been based on constructivist, rather than transmissionof-knowledge models of instruction (Adey & Shayer, 1994; Tishman et al., 1995; Zohar et al., 2001), while many teachers hold a transmission-o”