Educational Values and Cognitive Instruction: Implications for Reform

By Lorna Idol; Beau Fly Jones | Go to book overview
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Subject Index

Ability, 248-254, 256-257, 259
Ability Grouping, 210, 212-213, 218-219, 222-224, 227, 229-231, 234, 240- 241
Abstraction, 171-172
Academic Alliance Model, 434
Accountability, 183-184
Achievement, Academic, 303-304
Achievement, Mathematics, 299-302
Achievement Goals, 249-250
Achievement Outcomes, 218-225, 230, 232
Affect, 304, 415-416
Apprenticeship, 121-122, 136
Articulation, 133-135
Assessment, 180-187, 203-204, 406-407
Assimilation and Accommodation, 147, 157
Attention, 417
Attitudes, 416
See also Dispositions
Attribution Theory, 251, 267-268
Bridging, 151, 157, 164-165

Chaining, 128, 131
Change, Initiation of, 390-393
Chapter 1 of the Educational Consolidation and Improvement Act of 1980 (ECIA), 274-276, 278-279, 288-290
See also Federal Programs; Remedial Programs
Circle Time, 343-348
Circular Reactions, 154
Classroom Practices, 17-18, 321-324
Cloze Test, 190
Coaching, 82, 127-130
Cognitive Function, Levels of, 144-146, 148, 154, 157, 162-163, 169-170
Cognitive Instruction, 65-67, 90-91
characteristics, 68-76
in context, 76-79
programs/approaches critique, 83-90, 92-110
teachers' roles, 79-82
Cognitively Guided Instruction, 324-26
Cognitive Map, 167-173
Cognitive Research Trust (CoRT), 23, 85- 90, 92, 95, 97-102, 104-109
Cognitive Skills, 74, 76-79, 85-86, 93-96
Collaboration, 368
Collaborators, Teachers, 434
Compensatory Programs, 314-315, 320
See also Federal Programs; Intervention Programs; Remedial Programs; Special Education


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