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Teaching for Self-Directed Learning: a Priority for the Gifted and Talented
11 references·5 citing·30 second hop
Teaching for Self-Directed Learning: a Priority for the Gifted and Talented (1975)Teaching for Self-Directed Learning: a Pr…Creative Learning and Teaching (2017)Creative Learning and TeachingTaxonomy of Educational Objectives, Handbook I: Cognitive Domain (2010)Taxonomy of Educational Objec…Systematic Instruction (2008)Systematic InstructionTHE ACT OF DISCOVERY (2006)THE ACT OF DISCOVERYPsychology in Learning and Instruction (2005)Psychology in Learning and In…Developing attitude toward learning (1984)Developing attitude toward le…Can We Teach Children To Think Creatively?* (1972)Can We Teach Children To Thin…Freedom to Learn (1971)Freedom to LearnTaxonomy of Educational Objectives. Handbook I: Cognitive Domain (1966)Taxonomy of Educational Objec…Taxonomy of Educational Objectives Handbook II: Affective Domain (1965)Taxonomy of Educational Objec…Gifted children in the classroom (1965)Gifted children in the classr…Gifted Students’ Perceptions of Gifted Programs: An Inquiry Into Their Academic and Social-Emotional Functioning (2017)Gifted Students’ Perceptions …Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students. (1995)Self-Directed Learning: Revis…Are Children Becoming More Creative? (1986)Are Children Becoming More Cr…Learning Styles and Preferred Instructional Strategies of Gifted Students (1984)Learning Styles and Preferred…A comparison between the learning styles of gifted versus average suburban junior high school students (1980)A comparison between the lear…Modes of Thinking in Young Children (1966)Intelligence, creativity, and their educational implications (1968)Carmichael's Manual of Child Psychology (1972)Training in creative problem solving: Effects on ideation and problem finding and solving in an industrial research organization (1982)Education and Creativity (2001)Assessment of Creativity (2010)Cognitive Load During Problem Solving: Effects on Learning (1988)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Process analytic models of creative capacities (1991)Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011)Parent styles associated with children's self-regulation and competence in school. (1989)The Theory and Practice of Online Learning (2008)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The Role of the Laboratory in Science Teaching: Neglected Aspects of Research (1982)Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991 (1995)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment (2005)Levels in reflection: core reflection as a means to enhance professional growth (2005)Teachers resilience: A necessary condition for effectiveness (2006)1: Mastery Learning (1976)The Role of Attitudes in Learning Mathematics. (1969)A Developmental Framework for Counseling Supervision (1976)A cluster analysis of high school science classroom environments and attitude toward science (1992)The Minnesota Studies of Creative Behavior: National and International Extensions (1967)The Learning Style Characteristics of Gifted Students (1980)An Instrument for the Measure of Dabrowskian Overexcitabilities to Identify Gifted Elementary Students (2004)How Software Technologies Can Improve Research on Learning and Bolster School Reform (2006)The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination (2010)Instructional Design Theory (2019)
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References

  • 1966Taxonomy of Educational Objectives. Handbook I: Cognitive Domain4,642 cited
  • 2010Taxonomy of Educational Objectives, Handbook I: Cognitive Domain2,317 cited
  • 1971Freedom to Learn2,271 cited
  • 2006THE ACT OF DISCOVERY1,450 cited
  • 1965Taxonomy of Educational Objectives Handbook II: Affective Domain1,188 cited
  • 1972Can We Teach Children To Think Creatively?*480 cited
  • 2005Psychology in Learning and Instruction250 cited
  • 2017Creative Learning and Teaching243 cited
  • 1984Developing attitude toward learning176 cited
  • 1965Gifted children in the classroom107 cited
  • 2008Systematic Instruction68 cited

Cited by

  • 1986Are Children Becoming More Creative?58 cited
  • 2017Gifted Students’ Perceptions of Gifted Programs: An Inquiry Into Their Academic and Social-Emotional Functioning52 cited
  • 1980A comparison between the learning styles of gifted versus average suburban junior high school students40 cited
  • 1995Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students.37 cited
  • 1984

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Learning Styles and Preferred Instructional Strategies of Gifted Students
37 cited