The Educational Utility of Piaget: A Reply to Shayer.
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| Title: | The Educational Utility of Piaget: A Reply to Shayer. |
|---|---|
| Language: | English |
| Authors: | Desforges, C., Brown, G. |
| Source: | British Journal of Educational Psychology. Nov 1979 49(pt3):277-281. |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 1979 |
| Document Type: | Journal Articles Opinion Papers Reports - Research |
| Descriptors: | Cognitive Development, Curriculum Design, Educational Psychology, Educational Research, Educational Theories, Opinion Papers, Research Needs |
| Abstract: | In response to the preceding article, the authors contend that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences. (KC) |
| Entry Date: | 1980 |
| Accession Number: | EJ222932 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ222932 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Educational Utility of Piaget: A Reply to Shayer. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Desforges%2C+C%2E%22">Desforges, C.</searchLink><br /><searchLink fieldCode="AR" term="%22Brown%2C+G%2E%22">Brown, G.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. Nov 1979 49(pt3):277-281. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 5 – Name: DatePubCY Label: Publication Date Group: Date Data: 1979 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Opinion Papers<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Opinion+Papers%22">Opinion Papers</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In response to the preceding article, the authors contend that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences. (KC) – Name: DateEntry Label: Entry Date Group: Date Data: 1980 – Name: AN Label: Accession Number Group: ID Data: EJ222932 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ222932 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 277 Subjects: – SubjectFull: Cognitive Development Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: Educational Psychology Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Educational Theories Type: general – SubjectFull: Opinion Papers Type: general – SubjectFull: Research Needs Type: general Titles: – TitleFull: The Educational Utility of Piaget: A Reply to Shayer. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Desforges, C. – PersonEntity: Name: NameFull: Brown, G. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 1979 Numbering: – Type: volume Value: 49 – Type: issue Value: pt3 Titles: – TitleFull: British Journal of Educational Psychology Type: main |
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