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Books > Social sciences > Education > Educational psychology

Dialogic Learning - Shifting Perspectives to Learning, Instruction, and Teaching (Hardcover, 2004 ed.): Jos van den Linden,... Dialogic Learning - Shifting Perspectives to Learning, Instruction, and Teaching (Hardcover, 2004 ed.)
Jos van den Linden, Peter Renshaw
R3,030 Discovery Miles 30 300 Ships in 10 - 15 working days

Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques.

Developing Your School's Student Support Teams - A Practical Guide for K-12 Leaders, Student Services Personnel, and... Developing Your School's Student Support Teams - A Practical Guide for K-12 Leaders, Student Services Personnel, and Mental Health Staff (Paperback)
Steve Berta, Howard Blonsky, James Wogan
R986 Discovery Miles 9 860 Ships in 9 - 17 working days

Developing Your School's Student Support Teams is a practical manual for schools seeking to establish and sustain coordinated teams in support of students' social, emotional and behavioral health. Every day, students struggle with a range of issues, including traumas, that complicate their learning, engagement, and overall well-being. School psychologists, counselors, social workers and nurses are employed in many school districts, but their schedules often make it difficult to collaborate effectively in developing and implementing comprehensive intervention plans. This book promotes teamwork throughout schools by exploring how interdependent practitioners can come together at the appropriate levels and times to help coordinate school and community resources. This "filtering" process will guide K-12 leaders and service professionals toward systems and decision-making that enable long-term student supports, accurate identification of systemic learning barriers, improved school culture and climate, attention to diverse populations, and more. With these proactive teamwork strategies, school staff will be better prepared to share workload and accountability and to identify and build upon the existing strengths and supports of every student.

Supporting Students' Motivation - Strategies for Success (Paperback): John Marshall Reeve, Richard M Ryan, Sung Hyeon... Supporting Students' Motivation - Strategies for Success (Paperback)
John Marshall Reeve, Richard M Ryan, Sung Hyeon Cheon, Lennia Matos, Haya Kaplan
R1,063 Discovery Miles 10 630 Ships in 9 - 17 working days

*Features teachers voices and experience from around the Globe *Includes practical take-home messages and implications for teaching *Video clips are provided to offer practical demonstrations for each instructional behaviour

Advancing Natural Language Processing in Educational Assessment (Paperback): Victoria Yaneva, Matthias von Davier Advancing Natural Language Processing in Educational Assessment (Paperback)
Victoria Yaneva, Matthias von Davier
R1,358 Discovery Miles 13 580 Ships in 9 - 17 working days

Advancing Natural Language Processing in Educational Assessment examines the use of natural language technology in educational testing, measurement, and assessment. Recent developments in natural language processing (NLP) have enabled large-scale educational applications, though scholars and professionals may lack a shared understanding of the strengths and limitations of NLP in assessment as well as the challenges that testing organizations face in implementation. This first-of-its-kind book provides evidence-based practices for the use of NLP-based approaches to automated text and speech scoring, language proficiency assessment, technology-assisted item generation, gamification, learner feedback, and beyond. Spanning historical context, validity and fairness issues, emerging technologies, and implications for feedback and personalization, these chapters represent the most robust treatment yet about NLP for education measurement researchers, psychometricians, testing professionals, and policymakers.

Human Learning (Paperback, 8th edition): Jeanne Ormrod Human Learning (Paperback, 8th edition)
Jeanne Ormrod
R2,898 Discovery Miles 28 980 Ships in 12 - 19 working days

Ormrod's engaging, conversational writing style introduces readers to all of the essential learning theories and their real-world classroom implications The market-leading education textbook on learning theories, Human Learning , looks at a broad range of theoretical perspectives, including behaviorist, social cognitive, cognitive, constructivist, cognitive-developmental, sociocultural, and contextual. Each chapter is filled with concrete examples of how these theories apply to learning, instruction, and assessment as well as specific ways readers can apply the theories in their own classrooms. The straightforward, conversational writing style readily engages readers and helps them truly understand the concepts, principles, and theories related to human learning and cognition. The new 8th Edition includes expanded discussions of several contemporary perspectives and a variety of new topics that have emerged in recent research (e.g., motivated reasoning, desirable difficulties). Some discussions of psychological perspectives on learning that have primarily historical value have been either condensed or altogether removed to make room for recent advances in theory and research.

Asian Students' Classroom Communication Patterns in U.S. Universities - An Emic Perspective (Hardcover): Jun Liu Asian Students' Classroom Communication Patterns in U.S. Universities - An Emic Perspective (Hardcover)
Jun Liu
R2,787 Discovery Miles 27 870 Ships in 10 - 15 working days

The past decade has witnessed a steady increase in the numbers of Asian students in North American institutions of higher learning. While their academic success has been widely recognized, concerns about their silence in classrooms have also been expressed by educators. Following an overview of Asian students in North American higher education, this book presents a focused ethnographic study of twenty Asian graduate students enrolled in a major US university, exploring and describing Asian student's oral classroom participation modes across multiple factors.

Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.

Posthumanist and New Materialist Methodologies - Research After the Child (Hardcover, 1st ed. 2020): Claudia Diaz-Diaz, Paulina... Posthumanist and New Materialist Methodologies - Research After the Child (Hardcover, 1st ed. 2020)
Claudia Diaz-Diaz, Paulina Semenec
R2,889 Discovery Miles 28 890 Ships in 10 - 15 working days

This book features interviews with 19 scholars who do research with children in a variety of contexts. It examines how these key scholars address research 'after the child' by exploring the opportunities and challenges of drawing on posthumanist and materialist methodologies that unsettle humanist research practices. The book reflects on how posthumanist and materialist approaches have informed research in relation to de-centering the child, re-thinking methodological concepts of voice, agency, data, analysis and representation. It also explores what the future of research after the child might entail and offers suggestions to new and emerging scholars involved in research with children. Reviewing how posthumanist and materialist approaches have informed authors' thinking about children, research and knowledge production, the book will appeal to graduate students and emerging scholars in the field of childhood studies who wish to experiment with posthumanist methodologies and materialist approaches.

Encouraging a Continuing Personal Investment in Learning - Motivation as an Instructional Outcome (Hardcover, New): Martin L.... Encouraging a Continuing Personal Investment in Learning - Motivation as an Instructional Outcome (Hardcover, New)
Martin L. Maehr
R2,612 Discovery Miles 26 120 Ships in 12 - 19 working days

The writing of this book was in part supported by a grant from the National Science Foundation (NSFEHR 0335369). It represents a significant extension and enriched interpretation of earlier work on "motivation as an instructional outcome" (e.g., Maehr, 1976). Such enrichment and enhancement was prompted by the work on the project as it was conceptualized and envisioned by Paul Pintrich---and later, following his untimely death, carried out by a cadre of students and colleagues, including especially his Wife, Life Partner and also oft-time collaborator in multiple research and scholarly endeavors: Dr. Elizabeth DeGroot as well as several colleagues, including, the author of this volume and Dr. Stuart Karabenick. Of course, it is the primary author of this volume who must bear the responsibility for omissions, errors and interpretations that may have slipped into the text. But whatever portions of this volume may be deemed worthy of consideration and possibly of some value for fellow scholars presently or in the future --- and also contribute in at least some small way not only to continuing scholarly study of "The Most important attitude that can be formed: "That of Desire to go on Learning." But therewith here and there also prove useful not only for scholars and the development of an increased understanding of the nature and nurture of motivation and its impact on the pursuit of knowledge but also prove useful to students in preparing to become educators--- and perhaps also of value to experienced educational practitioners ---- and here there maybe also to parents and others with a concern for the nature and nurture of excellence in teaching and learning.

Applying the Rasch Model and Structural Equation Modeling to Higher Education - The Technology Satisfaction Model (Hardcover):... Applying the Rasch Model and Structural Equation Modeling to Higher Education - The Technology Satisfaction Model (Hardcover)
A.Y.M. Atiquil Islam
R2,989 Discovery Miles 29 890 Ships in 9 - 17 working days

This book introduces the fundamentals of the technology satisfaction model (TSM), supporting readers in applying the Rasch model and Structural Equation Modelling (SEM) - a multivariate technique - to higher education (HE) research. User satisfaction is traditionally measured along a single dimension. However, the TSM includes digital technologies for teaching, learning and research across three dimensions: computer efficacy, perceived ease of use and perceived usefulness. Establishing relationships among these factors is a challenge. Although commonly used in psychology to trace relationships, Rasch and SEM approaches are rarely used in educational technology or library and information science. This book, therefore, shows that combining these two analytical tools offers researchers better options for measurement and generalization in HE research. This title presents theoretical and methodological insight of use to researchers in HE.

The K-12 Educator's Data Guidebook - Reimagining Practical Data Use in Schools (Paperback): Ryan A. Estrellado The K-12 Educator's Data Guidebook - Reimagining Practical Data Use in Schools (Paperback)
Ryan A. Estrellado
R991 Discovery Miles 9 910 Ships in 9 - 17 working days

The K-12 Educator's Data Guidebook is a comprehensive field guide for school professionals learning to use data. "Non-data people," rejoice! Requiring no prior proficiency in data tools and programming, this book validates the implicit challenges of learning to use data to empower educators and features original real-world examples from in-service educators to illustrate common problem-solving. Each chapter uses stories, humor, and a human approach to set the tone for a safe and fun learning experience. Through this highly practical foundation, everyday educators can better engage school initiatives, professional development, and instructional challenges that require competent data use for improving school systems.

Integrating SEL Into Every Classroom (Loose-leaf): Meena Srinivasan Integrating SEL Into Every Classroom (Loose-leaf)
Meena Srinivasan
R367 Discovery Miles 3 670 Ships in 12 - 19 working days

From the author of SEL Every Day (2019): a guide to integrating practices into everyday instruction that promote equity as well as develop students' crucial social and emotional learning, from self-awareness to relationship skills and responsible decision making. Educators will learn how to implement the three keys for integrating SEL into any classroom: Making lesson plans with SEL in mind, right from the start Developing your own SEL practice Starting small, building consistency and evaluating outcomes With these simple and effective steps, the Guide is invaluable for any busy educator looking to incorporate SEL into their teaching practice. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Creativity in the Classroom - Schools of Curious Delight (Paperback, 7th edition): Alane Jordan Starko Creativity in the Classroom - Schools of Curious Delight (Paperback, 7th edition)
Alane Jordan Starko
R1,883 Discovery Miles 18 830 Ships in 9 - 17 working days

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.

On the Self: Discourses of Mental Health and Education (Hardcover, 1st ed. 2022): Julie Allan, Valerie Harwood On the Self: Discourses of Mental Health and Education (Hardcover, 1st ed. 2022)
Julie Allan, Valerie Harwood
R2,896 Discovery Miles 28 960 Ships in 10 - 15 working days

This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school.

Educational Psychology - A Century of Contributions: A Project of Division 15 (educational Psychology) of the American... Educational Psychology - A Century of Contributions: A Project of Division 15 (educational Psychology) of the American Psychological Society (Hardcover)
Barry J. Zimmerman, Dale H. Schunk
R4,946 Discovery Miles 49 460 Ships in 12 - 19 working days

"Educational Psychology: A Century of Contributions"--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived.
The book is divided into three sections that correspond to three eras in the history of the discipline:
*the founding period (1880s to 1920);
*the rise to prominence period (1920 to1960); and
*the modern period (1960 to the present).
Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology.
The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field.
"Educational Psychology: A Century of Contributions" is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology.

Promoting Academic Competence and Literacy in School - Conference on "Cognitive Research for Instructional Innovation" :... Promoting Academic Competence and Literacy in School - Conference on "Cognitive Research for Instructional Innovation" : Revised Papers (Hardcover)
Michael Pressley, John T. Guthrie, Karen R. Harris
R5,016 Discovery Miles 50 160 Ships in 12 - 19 working days

Focusing primarily on reading and writing, this book presents summaries of state-of-the-art theory and research dealing with academic competence in school. The editors thoroughly utilize both information-processing and social-collaborative models as interventions. An enlightening final section discusses how this research could better prepare educators to teach reading and writing. It examines the role of NP-movement vs. lexical rules in accounting for alternations in grammatical functions. It presents the role of the lexicon in syntactic theory. It offers debates between major practioners in the field. It includes the nature of argument and structure. It examines the relation of argument nature to constituent structure and binding theory.

Promoting Service Leadership Qualities in University Students - The Case of Hong Kong (Hardcover, 1st ed. 2015): Daniel T.L.... Promoting Service Leadership Qualities in University Students - The Case of Hong Kong (Hardcover, 1st ed. 2015)
Daniel T.L. Shek, Po Chung
R3,638 R2,037 Discovery Miles 20 370 Save R1,601 (44%) Ships in 12 - 19 working days

This book outlines the development of service leadership curricula, programs and materials designed for university students in Hong Kong. In addition, it includes evaluation studies and specific service leadership programs, making it a pioneering book that integrates service leadership and student wellbeing for Chinese university students. In view of the transformation of industries resulting in shifts from manufacturing economies to service economies, the book takes a holistic approach to leadership development, focusing on three basic components of effective service leadership that are closely related to student wellbeing: leadership competencies such as emotional intelligence and resilience, moral character, and a caring disposition. This approach represents a move away from literature that emphasizes the elite leadership model, assuming that leadership is the privilege of a talented few. By extension, it argues that the promotion of service leadership qualities is a good strategy for promoting student wellness. The individual chapters are extended versions of papers presented at the "International Conference on Service Leadership Education for University Students: Experience in Hong Kong," which was held in May 2014. The book offers a valuable contribution to Chinese and global academic literature on service leadership and will benefit researchers and educators alike.

Goals, Goal Structures, and Patterns of Adaptive Learning (Hardcover): Carol Midgley Goals, Goal Structures, and Patterns of Adaptive Learning (Hardcover)
Carol Midgley
R4,494 Discovery Miles 44 940 Ships in 12 - 19 working days

Achievement goal theory has emerged as one of the preeminent approaches to motivation. "Goals, Goal Structures, and Patterns of Adaptive Learning" presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider.
Written by scholars who are well-known in the field, this book:
*provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today;
*presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally;
*includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools;
*describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and
*points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.

Reasoning by Mathematical Induction in Children's Arithmetic (Hardcover, New): Liane Smith Reasoning by Mathematical Induction in Children's Arithmetic (Hardcover, New)
Liane Smith
R4,052 Discovery Miles 40 520 Ships in 12 - 19 working days

How do children understand reasoning by mathematical induction? Mathematical induction - Poincare's reasoning by recurrence - is a standard form of inference with two distinctive properties. One is its necessity. The other is its universality or inference from particular to general. This means that mathematical induction is similar to both logical deduction and empirical induction, and yet is different from both. In a major study 40 years ago, Inhelder and Piaget set out two conclusions about the development of this type of reasoning in advance of logical deduction during childhood. This developmental sequence has gone unremarked in research on cognitive development. This study is an adaptation with a sample of 100 hundred children aged five-seven years in school years one and two. It reveals evidence that children can reason by mathematical induction on tasks based on iterative addition and that their inferences were made by necessity. According to the study the main educational implication is clear: young children can carry out iterative actions on actual objects with a view to reasoning about abstract objects such as numbers.

Macroeconomic Policy, Credibility and Politics (Hardcover): T. Persson, G. Tabellini Macroeconomic Policy, Credibility and Politics (Hardcover)
T. Persson, G. Tabellini
R6,263 Discovery Miles 62 630 Ships in 12 - 19 working days


Uses a game theoretic approach to explore which economic policies are 'credible' and 'politically feasible', questions that had eluded traditional macroeconomic approaches.

Pause, Ponder, and Persist in the Classroom - How Teachers Turn Challenges into Opportunities for Impact (Paperback): Julie... Pause, Ponder, and Persist in the Classroom - How Teachers Turn Challenges into Opportunities for Impact (Paperback)
Julie Schmidt Hasson
R836 Discovery Miles 8 360 Ships in 9 - 17 working days

How can educators find joy in the midst of seemingly overwhelming challenges? Researcher Julie Schmidt Hasson interviewed hundreds of people about their most impactful teachers and shares her findings in this unique and powerful book. She lays out a three-step process that leads to greater peace, and greater impact on students. This three-step framework involves pausing, pondering, and persisting. First, teachers pause before reacting to an unexpected challenge, so they can intentionally choose a response. Next, they suspend assumptions and approach the challenge from a place of curiosity. Finally, they persist in this dance of patient inquiry and thoughtful responses in a way that leads to better outcomes for students. The stories integrated throughout the book provide evidence of the many ways teachers make a difference in students’ lives. It is a challenging time to be a teacher, and this book provides the inspiration and information teachers need to stay longer, grow stronger, and continue making an impact.

The Hollywood Curriculum - Teachers in the Movies - Third Revised Edition (Paperback, New edition): Mary M Dalton The Hollywood Curriculum - Teachers in the Movies - Third Revised Edition (Paperback, New edition)
Mary M Dalton
R1,463 Discovery Miles 14 630 Ships in 9 - 17 working days

The third edition of this book analyzes over 165 films distributed throughout the United States over the last 80 years to construct a theory of curriculum in the movies that is grounded in cultural studies and critical pedagogy. The portrayal of teachers in popular motion pictures is based on individual efforts rather than collective action and relies on codes established by stock characters and predictable plots, which precludes meaningful struggle. These conventions ensure the ultimate outcome of the screen narratives and almost always leave the educational institutions - which represent the larger status quo - intact and dominant. To interrogate "the Hollywood curriculum" is to ask what it means as a culture to be responsive to films at both social and personal levels and to engage these films as both entertaining and potentially transforming.

Ethnicity, Race, and Nationality in Education - A Global Perspective (Hardcover): N. Ken Shimahara, Ivan Z. Holowinsky, Saundra... Ethnicity, Race, and Nationality in Education - A Global Perspective (Hardcover)
N. Ken Shimahara, Ivan Z. Holowinsky, Saundra Tomlinson-Clarke
R4,490 Discovery Miles 44 900 Ships in 12 - 19 working days

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap.
*Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China.
*Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa.
*Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States.
*Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication.
The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

Restructuring Schools - Promising Practices and Policies (Hardcover, 1995 ed.): Maureen T. Hallinan Restructuring Schools - Promising Practices and Policies (Hardcover, 1995 ed.)
Maureen T. Hallinan
R2,901 Discovery Miles 29 010 Ships in 10 - 15 working days

Restructuring Schools presents conceptual and empirical models of school organization for promoting students' achievement. Papers by nationally recognized educational sociologists examine four dimensions of the educational process-school organization and governance, organization of students for instruction, classroom processes, and school-to-work transitions-and suggest methods to increase the effectiveness of each. The volume also explores the innovative concept of output-driven education which redirects attention to student achievement as an outcome variable.

Cognition and Instruction - Twenty-five Years of Progress (Hardcover): Sharon M. Carver, David Klahr Cognition and Instruction - Twenty-five Years of Progress (Hardcover)
Sharon M. Carver, David Klahr
R5,577 Discovery Miles 55 770 Ships in 12 - 19 working days

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions.
Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

Designing for Science - Implications From Everyday, Classroom, and Professional Settings (Paperback): Kevin Crowley, Christian... Designing for Science - Implications From Everyday, Classroom, and Professional Settings (Paperback)
Kevin Crowley, Christian D. Schunn, Takeshi Okada
R1,569 R875 Discovery Miles 8 750 Save R694 (44%) Ships in 12 - 19 working days

This volume explores the integration of recent research on everyday, classroom, and professional scientific thinking. It brings together an international group of researchers to present core findings from each context; discuss connections between contexts, and explore structures; technologies, and environments to facilitate the development and practice of scientific thinking. The chapters focus on:
* situations from young children visiting museums,
* middle-school students collaborating in classrooms,
* undergraduates learning about research methods, and
* professional scientists engaged in cutting-edge research.
A diverse set of approaches are represented, including sociocultural description of situated cognition, cognitive enthnography, educational design experiments, laboratory studies, and artificial intelligence. This unique mix of work from the three contexts deepens our understanding of each subfield while at the same time broadening our understanding of how each subfield articulates with broader issues of scientific thinking. To provide a common focus for exploring connections between everyday, instructional, and professional scientific thinking, the book uses a "practical implications" subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.

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