Expert Teachers' Beliefs about Use of Critical-Thinking Activities with High-and Low-Advantage Learners

Torff, Bruce
April 2006
Teacher Education Quarterly;Spring2006, Vol. 33 Issue 2, p37
Academic Journal
The article discusses how teachers can help students gain critical thinking (CT) skills in the U.S. High CT and low CT activities have been the focus of the growing body of literature in teacher education and were believed to influence teacher's interaction with learners. It has been affirmed that low advantage and high advantage learners have been motivated by teachers. High CT activities are ineffective for low advantage learners while low advantage learners need to have a remedial regimen. It has also been asserted that low-advantage learners are oftentimes afforded rigorous curriculum relative to their high-advantage counterparts.


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