By S. Clarke
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He maintains that what is least understood is “how different elements in teachers’ cognitive systems interact and which of these elements, for example, are core and which are peripheral” (p. 272). Teacher cognition has been described as a network, as a continuum, or as clusters of beliefs with some being core beliefs and others peripheral. Research has shown that teachers often seem to hold conflicting beliefs. This is not surprising, given that teacher cognition not only shapes but is also shaped by classroom practices and the contexts in which teachers work (Shavelson & Stern, 1981).
Cambridge: Cambridge University Press. 20 • Donna Christian Slaughter, H. (1997). Indigenous language immersion in Hawai‘i. In R. K. Johnson, & M. ), Immersion education: International perspectives (pp. 105–129). Cambridge: Cambridge University Press. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass, & C. G. ), Input in second language acquisition. Rowley, MA: Newbury House. , & Johnson, R. K. (1997). Immersion education: a category within bilingual education.
Alatis, & A. ), Georgetown University Round Table on Languages and Linguistics, 1999 (pp. 332–340). Washington, DC: Georgetown University Press. Valdes, G. (2001). Heritage language students: Profiles and possibilities. In J. K. Peyton, D. A. Ranard, & S. ), Heritage languages in America: Preserving a national resource (pp. 37–77). McHenry, IL: Center for Applied Linguistics and Delta Systems. Yamauchi, L. , & Wilhelm, P. (2001). E Ola Ka Hawai‘ I Kona ‘Olelo: Hawaiians live in their language. In D.