The Effects of Instruction on the Cognitive Tempo of Japanese, Chinese and Other Races in Hawaii

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dc.contributor.advisorAyabe, Harold
dc.contributor.authorSanto, Susan
dc.contributor.departmentEducation
dc.date.accessioned2014-01-15T19:32:27Z
dc.date.available2014-01-15T19:32:27Z
dc.date.issued2014-01-15
dc.description.abstractA teacher tries to improve the quality of a child's work in school through lessons, homework and as much individual attention as possible. Nevertheless some teachers place an inordinate emphasis an speed: e.g. they may say, "Hurry and finish the assignment and hand it in,” or "You have 20 minutes to complete this 30 item exam." Then, too, shortness of time may make it difficult sometimes to wait for a child to answer. On the other hand, too often the teacher will emphasize getting the correct answer and may punish "wrong" answers with impatience, anger or ridicule. If a teacher places more value on a correct answer and has the time to spend, she will likely remind her pupils to take time to think before reporting an answer. Do the direct or indirect suggestions to pupil to report an answer either quickly or slowly, in fact, change the speed and the quality of their thinking? This is difficult to ascertain by casual observation in the classroom.
dc.format.extenti, 27 pages
dc.identifier.urihttp://hdl.handle.net/10125/31600
dc.publisherUniversity of Hawaii at Manoa
dc.rightsAll UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dc.titleThe Effects of Instruction on the Cognitive Tempo of Japanese, Chinese and Other Races in Hawaii
dc.typeTerm Project
dc.type.dcmiText

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