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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
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Abstract

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
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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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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