Title: Self-Concept, Higher-Order Thinking, and Teaching: Commentary on the Findings of Two Meta-Analyses
Abstract: Previous articleNext article No AccessSelf-Concept, Higher-Order Thinking, and Teaching: Commentary on the Findings of Two Meta-AnalysesJames M. Kauffman, Courtney P. Davis, Jennifer J. Jakubecy, and Kristin A. LundgrenJames M. Kauffman Search for more articles by this author , Courtney P. Davis Search for more articles by this author , Jennifer J. Jakubecy Search for more articles by this author , and Kristin A. Lundgren Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 101, Number 3Jan., 2001Special Issue: Instructional Interventions for Students with Learning Disabilities Article DOIhttps://doi.org/10.1086/499673 Views: 3Total views on this site Citations: 1Citations are reported from Crossref Copyright 2001 The University of ChicagoPDF download Crossref reports the following articles citing this article:Kent McIntosh, K. Brigid Flannery, George Sugai, Drew H. Braun, Krysta L. Cochrane Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School, Journal of Positive Behavior Interventions 10, no.44 (Jun 2008): 243–255.https://doi.org/10.1177/1098300708318961
Publication Year: 2001
Publication Date: 2001-01-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 3
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