Styles of Thinking as a Basis of Differentiated Instruction
Bibliographic Data
| ID | 4256040 |
|---|---|
| Authors | Robert J Sternberg (0000-0001-7191-5169, Yale University), Li‐fang Zhang (0000-0003-0751-5720, Yale University), Li-Fang Zhang (0000-0001-7174-1250) |
| Year | 2005 |
| Volume | 44 |
| Issue | 3 |
| Pages | 245-253 |
| Publication date | 2005-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4403_9 |
| OpenAlex | W2072739209 |
| Language | EN |
| Citations received | 10 |
| References cited | 17 |
We consider how to differentiate instruction using a theory of thinking styles as a basis for differentiation. The article opens with a consideration of why styles are important. Then it considers some general characteristics of styles, presents the theory of mental self-government, considers issues of measurement, and presents data supporting the theory. Next, it discusses application of the theory in the classroom. Finally, it draws conclusions
Basis (linear algebra · Cognition · Cognitive style · Differentiated instruction · Government (linguistics · Learning styles · Mathematics education · Computer Science · Creativity in Education and Neuroscience · Emotional Intelligence and Performance · Learning Styles and Cognitive Differences · Mathematics · Psychology
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| Unique citing works | 10 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |