@article {103177,
	title = {Teachers\&rsquo; beliefs about low-achieving students and higher order thinking},
	journal = {Teaching and Teachers{\textquoteright} Education},
	volume = {17},
	year = {2001},
	pages = {469-485},
	abstract = {The goal of this study is to characterize the patterns of teachers{\textquoteright} beliefs regarding low-achieving students and instruction of higher order thinking. Subjects are 40 Israeli teachers. Results show that 45\% of the teachers believe that higher order thinking is inappropriate for low-achieving students. Findings suggest that teachers{\textquoteright} beliefs in this context are related to their general theory of instruction: viewing learning as hierarchical in terms of students{\textquoteright} academic level was found to be related to a traditional view of learning, i.e., seeing learning as progressing from simple, lower order cognitive skills to more complex ones. Implications for teacher education are discussed.},
	url = {https://doi.org/10.1016/S0742-051X(01)00007-5},
	author = {Zohar A., and Vaaknin E. and Degani A.}
}
