Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines

Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences discipline...

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Autores principales: Sternberg, Robert J., Sternberg, Karin, Todhunter, Rebel J. E.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2017
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6526455/
https://www.ncbi.nlm.nih.gov/pubmed/31162425
http://dx.doi.org/10.3390/jintelligence5040034
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author Sternberg, Robert J.
Sternberg, Karin
Todhunter, Rebel J. E.
author_facet Sternberg, Robert J.
Sternberg, Karin
Todhunter, Rebel J. E.
author_sort Sternberg, Robert J.
collection PubMed
description Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills.
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spelling pubmed-65264552019-05-29 Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines Sternberg, Robert J. Sternberg, Karin Todhunter, Rebel J. E. J Intell Article Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills. MDPI 2017-11-07 /pmc/articles/PMC6526455/ /pubmed/31162425 http://dx.doi.org/10.3390/jintelligence5040034 Text en © 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Sternberg, Robert J.
Sternberg, Karin
Todhunter, Rebel J. E.
Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines
title Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines
title_full Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines
title_fullStr Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines
title_full_unstemmed Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines
title_short Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines
title_sort measuring reasoning about teaching for graduate admissions in psychology and related disciplines
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6526455/
https://www.ncbi.nlm.nih.gov/pubmed/31162425
http://dx.doi.org/10.3390/jintelligence5040034
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