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

Department of Human Development, Cornell University, Ithaca, NY 14853, USA
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Received: 1 August 2017 / Revised: 5 October 2017 / Accepted: 6 November 2017 / Published: 7 November 2017
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. View Full-Text
Keywords: reasoning; reasoning about teaching; reasoning about research; fluid abilities; successful intelligence reasoning; reasoning about teaching; reasoning about research; fluid abilities; successful intelligence
MDPI and ACS Style

Sternberg, R.J.; Sternberg, K.; Todhunter, R.J.E. Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines. J. Intell. 2017, 5, 34.

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