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Teachers' And Students' Cognitive Styles In Early Childhood Education - Olivia Natividad Saracho
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Olivia Natividad Saracho:
Teachers' And Students' Cognitive Styles In Early Childhood Education - nouveau livre

ISBN: 9780897894869

Some educators feel that children's cognitive styles should be taken into account when learning activities are planned for them. The term "cognitive styles" refers to one's "personal style," and describes an individual's mode of understanding, thinking, remembering, judging, and solving problems; in short, how he or she responds to and makes sense of the world. Assessing this functioning makes more sense than relying on a simple score on a standardized intelligence test. Teachers need to be aware of recent cognitive style research and learn to use the results of this research to plan effective educational programs. This book presents historical perspectives, suggests practical classroom applications, and provides implications for future research. Textbooks New Books ~~ Education & Teaching~~ Elementary Teachers-and-Students-Cognitive-Styles-in-Early-Childhood-Education~~Olivia-Natividad-Saracho ABC-CLIO, Incorporated The term "cognitive style" refers to an individual's mode of understanding, thinking, remembering, judging and solving problems. Suggesting that this should be taken into account when learning activities are planned for a child, this text presents perspectives and practical applications.

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Teachers' and Students' Cognitive Styles in Early Childhood Education - Saracho, Olivia Natividad
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Saracho, Olivia Natividad:
Teachers' and Students' Cognitive Styles in Early Childhood Education - edition reliée, livre de poche

1997, ISBN: 0897894863, Lieferbar binnen 4-6 Wochen Frais d'envoiVersandkostenfrei innerhalb der BRD

ID: 9780897894869

Internationaler Buchtitel. In englischer Sprache. Verlag: J F BERGIN & GARVEY, 222 Seiten, L=243mm, B=162mm, H=24mm, Gew.=517gr, [GR: 17220 - HC/Erziehung/Bildung/Allgemeines /Lexika], [SW: - Education / Teaching], Gebunden, Klappentext: The term "cognitive style" refers to an individual's mode of understanding, thinking, remembering, judging and solving problems. Suggesting that this should be taken into account when learning activities are planned for a child, this text presents perspectives and practical applications. The term "cognitive style" refers to an individual's mode of understanding, thinking, remembering, judging and solving problems. Suggesting that this should be taken into account when learning activities are planned for a child, this text presents perspectives and practical applications.

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Teachers and Students' Cognitive Styles in Early Childhood Education - Olivia N. Saracho
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Olivia N. Saracho:
Teachers and Students' Cognitive Styles in Early Childhood Education - edition reliée, livre de poche

1997, ISBN: 0897894863

ID: http://www.elounge.com/?cmd=displayproductfromarticle&article=0897894863&currency=4

Hardback, [PD: 30/08/1997], [PU: ABC-CLIO], Seiten: 250, The term "cognitive style" refers to an individual's mode of understanding, thinking, remembering, judging and solving problems. Suggesting that this should be taken into account when learning activities are planned for a child, this text presents perspectives and practical applications.

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Teachers' and Students' Cognitive Styles in Early Childhood Education

The term "cognitive style" refers to an individual's mode of understanding, thinking, remembering, judging and solving problems. Suggesting that this should be taken into account when learning activities are planned for a child, this text presents perspectives and practical applications.

Informations détaillées sur le livre - Teachers' and Students' Cognitive Styles in Early Childhood Education


EAN (ISBN-13): 9780897894869
ISBN (ISBN-10): 0897894863
Version reliée
Date de parution: 1997
Editeur: J F BERGIN & GARVEY
222 Pages
Poids: 0,517 kg
Langue: eng/Englisch

Livre dans la base de données depuis 01.10.2008 09:41:11
Livre trouvé récemment le 09.10.2014 00:45:17
ISBN/EAN: 9780897894869

ISBN - Autres types d'écriture:
0-89789-486-3, 978-0-89789-486-9


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