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Volumn 75, Issue 6, 1999, Pages 350-354

Encouraging Young Children's Critical and Creative Thinking Skills: An Approach in One English Elementary School

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Indexed keywords


EID: 35048821445     PISSN: 00094056     EISSN: 21620725     Source Type: Journal    
DOI: 10.1080/00094056.1999.10522056     Document Type: Article
Times cited : (11)

References (19)
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    • Coles, M. J., and Robinson, W. D., 1991. “ Teaching thinking: What is it? Is it possible? ”. In Teaching thinking. A survey of programmes in education, 2nd ed., Edited by: Coles, M. J., and Robinson, W. D., London: Bristol Classical Press.
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    • Coles, M.J.1    Robinson, W.D.2
  • 6
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    • Cheltenham, UK: Stanley Thornes Publishers
    • Fisher, R., 1995. Teaching children to learn, Cheltenham, UK: Stanley Thornes Publishers.
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  • 9
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    • The effects of a multiple-talent teaching program
    • Gordon, H. J., and Schaver, J. P., 1985. The effects of a multiple-talent teaching program. Journal of Educational Research, 79 (2): 85–90.
    • (1985) Journal of Educational Research , vol.79 , Issue.2 , pp. 85-90
    • Gordon, H.J.1    Schaver, J.P.2
  • 10
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    • Young children's metacognition: Do we know what they know? And if so, what do we do about it?
    • McLeod, L., 1997. Young children's metacognition: Do we know what they know? And if so, what do we do about it?. Australian Journal of Early Childhood, 22 (2): 6–11.
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    • Nisbet, J., 1991. “ Projects, theories and methods: The international scene ”. In Teaching thinking. A survey of programmes in education, 2nd ed., Edited by: Coles, M. J., and Robinson, W. D., London: Bristol Classical Press.
    • (1991) Teaching thinking. A survey of programmes in education
    • Nisbet, J.1
  • 13
    • 0000724391 scopus 로고
    • How metacognition can promote academic learning and instruction
    • Jones B.F., Idol L., (eds), Hillsdale, NJ: Lawrence Erlbaum, and,. Edited by
    • Paris, S. G., and Winograd, P., 1990. “ How metacognition can promote academic learning and instruction ”. In Dimensions of thinking and cognitive instruction, Edited by: Jones, B. F., and Idol, L., Hillsdale, NJ: Lawrence Erlbaum.
    • (1990) Dimensions of thinking and cognitive instruction
    • Paris, S.G.1    Winograd, P.2
  • 14
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    • The enrichment triad/revolving door model: A school wide plan for the development of creative productivity
    • Renzulli J., Reis S., (eds), Mansfield Centre, CT: Creative Learning Press, and,. Edited by
    • Renzulli, J., and Reis, S., 1986. “ The enrichment triad/revolving door model: A school wide plan for the development of creative productivity ”. In Systems and models for developing programs for the gifted and talented, Edited by: Renzulli, J., and Reis, S., 216–304. Mansfield Centre, CT: Creative Learning Press.
    • (1986) Systems and models for developing programs for the gifted and talented , pp. 216-304
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  • 16
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    • Help students become active thinkers: It's never too early to start
    • Schlicter, C., 1985. Help students become active thinkers: It's never too early to start. Early Years, 15 (5): 38–40.
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    • Schlicter, C., 1993. “ Talents Unlimited: Implementing the multiple talent approach in mainstream and gifted programs ”. In Thinking smart. A primer of the Talents Unlimited model, Edited by: Schlicter, C., CN: Creative Learning Press.
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    • Veenman, S., 1995. Cognitive and non-cognitive effects of multigrade and multi-age classes: A best evidence synthesis. Review of Educational Research, 655 (4): 319–381.
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    • Veenman, S.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.