Cognitive Style
Some Implications for Curriculum and Instructional Practices Among Negro Children
Bibliographic Data
| ID | 4049988 |
|---|---|
| Authors | Charles H Slaughter (corresponding author) |
| Year | 1969 |
| Volume | 38 |
| Issue | 2 |
| Pages | 105 |
| Publication date | 1969-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2294268 |
| OpenAlex | W2068588333 |
| Language | EN |
| Citations received | 3 |
| References cited | 2 |
Teachers are admonished to teach the individual child, to note his special needs and attributes. So are they told to be cognizant of the community and the peer groups of pupils. Furtier, all educators are directed to respect the findings of research and adjust the curriculum and instructional practices accordingly. Each of these admonitions seems sound. Unfortunately, research findings do not always suggest specific changes nor are practicing classroom teachers apt to be provided with the time, training, or printed material necessary to make adjustments
Art · Cognition · Cognitive psychology · Cognitive style · Curriculum · Developmental psychology · Mathematics education · Pedagogy · Style (visual arts) · Visual arts · Early Childhood Education and Development · Education Discipline and Inequality · Psychology · School Choice and Performance
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 1982 - 2019 (38) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |