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Educational Leadership, Vol. 45, No. 8. (0 May 1988), pp. 58-64 Key: citeulike:11918552
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Using academic conflicts for instructional purposes is one of the most dynamic, involving, and least used teaching strategies. Teachers fear divisiveness and also lack fitting instructional models for structuring controversial discussions. This article discusses the controversy process and how teachers can organize and use it to enhance cognitive and affective learning. Includes 10 references. (MLH)
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