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Impact of Teacher and Student Background on the Assessment and Instruction of Thinking Skills

Mon, April 20, 4:05 to 5:35pm, Virtual Room


Thinking skills has been defined as a fundamental skill needed by all students to learn and function in society. Internationally, such skills have increasingly been included as part of curriculum. Yet, there is a dearth of resources available to assess and teach the skills of thinking to students with disability and there are indications that it is not being taught in practice. Teacher agency is vital to realise curriculum change. The aim of the study described in this paper was to capture teacher perceptions of thinking skills instruction to students with disability and their perceived barriers to its implementation. Teachers of 864 students carried out a thinking skills assessment and responded to a series of demographic questions.