Individual Characteristics And Achievement of Pre-Service Elementary Teachers On a Computer Lesson On Diagnosis of Error Patterns
Individual Characteristics And Achievement of Pre-Service Elementary Teachers On a Computer Lesson On Diagnosis of Error Patterns
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In our eReader you can find the full English version of the book. Read Individual Characteristics And Achievement of Pre-Service Elementary Teachers On a Computer Lesson On Diagnosis of Error Patterns Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Individual Characteristics And Achievement of Pre-Service Elementary Teachers On a Computer Lesson On Diagnosis of Error Patterns
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And finally, the instrument used to test for the presence of the aptitude needed to be relatively easy and quick to administer to allow feasibility of a classroom teacher's use. These considerations lead to the use of conceptual tempo.
The development of conceptual tempo is associated with Kagan and is usually measured by the Matching Familiar Figures Test (MFFT). Kagan (1965a) defines this variable of decision time, which is sometimes referred to as refl ecti vi ty-impul sivi ty , as "the chil...d's consistent tendency to display slow or fast response time in problem situations with high response uncertainty" (p. 134).
22 Reflective students are more persistent and set greater goals on intellectual tasks in their early school experiences.
The reflective child works for longer periods of time and tends to avoid peer group interaction. Kagan observed that a reflective child would often stand on the "sidelines" and intently study the group before becoming a part of it. More often than not, the reflective child avoids those activities and becomes involved in quiet, solitary activities.
What to read after Individual Characteristics And Achievement of Pre-Service Elementary Teachers On a Computer Lesson On Diagnosis of Error Patterns?
You can find similar books in the "Read Also" column, or choose other free books by Henderson, Kenneth D to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
And finally, the instrument used to test for the presence of the aptitude needed to be relatively easy and quick to administer to allow feasibility of a classroom teacher's use. These considerations lead to the use of conceptual tempo.
The development of conceptual tempo is associated with Kagan and is usually measured by the Matching Familiar Figures Test (MFFT). Kagan (1965a) defines this variable of decision time, which is sometimes referred to as refl ecti vi ty-impul sivi ty , as "the chil...d's consistent tendency to display slow or fast response time in problem situations with high response uncertainty" (p. 134).
22 Reflective students are more persistent and set greater goals on intellectual tasks in their early school experiences.
The reflective child works for longer periods of time and tends to avoid peer group interaction. Kagan observed that a reflective child would often stand on the "sidelines" and intently study the group before becoming a part of it. More often than not, the reflective child avoids those activities and becomes involved in quiet, solitary activities.
What to read after Individual Characteristics And Achievement of Pre-Service Elementary Teachers On a Computer Lesson On Diagnosis of Error Patterns?
You can find similar books in the "Read Also" column, or choose other free books by Henderson, Kenneth D to read onlineMoreLess
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