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Books > Social sciences > Psychology > Cognition & cognitive psychology > Learning
The first text to integrate behavioral and cognitive approaches to
learning and memory, this engaging textbook emphasizes human
research, reflecting the field's evolution. Learning and Memory
also recognizes the vital contribution of animal research, covering
all historically important studies. Written in a lively and
conversational style, this second edition encourages students to
think critically. One example is its exploration of the
Rescorla-Wagner model, the most important theory of conditioning,
now further streamlined to improve student comprehension. Another
is the addition of critical-thinking questions, which encourage
students to evaluate their reactions to the material they've read,
and relate findings to their own lives. Research includes an
emphasis on practical applications such as treatments for phobias,
addictions, and autism; the arguments for and against corporal
punishment; whether recovered memories and eyewitness testimony
should be believed; and effective techniques for studying. The text
concludes with an overview of neural networks and deep learning.
How gains from early childhood experiences are initiated,
increased, sustained, and affect life-course development are
fundamental to science and society. They also have increasing
policy relevance, given public investments in early learning
programs and the need to measure their effectiveness in promoting
well-being. With contributions from leading researchers across many
disciplines, this book emphasizes key interventions and practices
over the first decade of life and the elements and strategies
through which gains can be enhanced by schools, families,
communities, and public institutions. Three critical themes are
addressed: firstly, the importance of documenting and understanding
the impact of investments in early childhood and school-age years.
Secondly, increased priority on elements and principles for scaling
effective programs and practices to benefit all children. Thirdly,
a focus on multiple levels of strategies for sustaining gains and
promoting long-term effects, ranging from early care and family
engagement to school reform, state, and federal policy.
The first text to integrate behavioral and cognitive approaches to
learning and memory, this engaging textbook emphasizes human
research, reflecting the field's evolution. Learning and Memory
also recognizes the vital contribution of animal research, covering
all historically important studies. Written in a lively and
conversational style, this second edition encourages students to
think critically. One example is its exploration of the
Rescorla-Wagner model, the most important theory of conditioning,
now further streamlined to improve student comprehension. Another
is the addition of critical-thinking questions, which encourage
students to evaluate their reactions to the material they've read,
and relate findings to their own lives. Research includes an
emphasis on practical applications such as treatments for phobias,
addictions, and autism; the arguments for and against corporal
punishment; whether recovered memories and eyewitness testimony
should be believed; and effective techniques for studying. The text
concludes with an overview of neural networks and deep learning.
Reconceptualizing Disability in Education provides an essential
critical exploration of problematic discourses, practices, and
pedagogies that inform how disability is presently understood and
responded to within the field of education. Luigi Iannacci
interrogates and destabilizes ableist grand narratives that
dominate every aspect of how disability is linguistically,
bureaucratically, procedurally, and pedagogically configured within
education. Ultimately, this book seeks to forward human rights for
people with disabilities in educational contexts by clarifying and
operationalizing inclusion so that it is not just a model
necessitated by a hierarchy of legality, but rather a set of
beliefs and practices based on critical analyses and a
reconceptualization of current understandings and responses to
disability that prevent inclusion and human rights from being
realized. As the book is grounded in reconceptualist theorizing, it
draws on multiple perspectives-including critical disability
theory, post-modernism, critical theory, critical pedagogy, and
social constructivism-to deconstruct and destabilize what is
currently taken for granted about disability and those ascribed
disabled identities within education. A variety of personal,
professional, research experiences and data are offered and drawn
on to critically address questions regarding philosophical,
epistemological, pedagogical, organizational, economic, and
leadership issues as they relate to disability in education.
Critical incidents, interviews, documents, and artifacts are drawn
on and narratively presented to explore how disability is presently
configured in language, identification, and placement processes,
discourses, pedagogies, and interactions with students deemed
disabled, as well as their parents/caregivers. This critical
narrative approach fosters alternative ways of thinking, speaking,
being, and doing that forward a human rights focused model of
disability that sees as its mandate the amelioration of people with
disabilities within education.
Antiracist work in education has proceeded as if the only social
relation at issue is the one between white people and people of
color. But what if our antiracist efforts are being undermined by
unexamined difficulties and struggles among white people? Whiteness
at the Table examines whiteness in the lived experiences of young
children, family members, students, teachers, and school
administrators. It focuses on racism and antiracism within the
context of relationships. Its authors argue that we cannot read or
understand whiteness as a phenomenon without attending to the
everyday complexities and conflicts of white people's lives. This
edited volume is entitled Whiteness at the Table, then, for at
least three reasons. First, the title evokes the origins of this
book in the ongoing storytelling and theorizing of the Midwest
Critical Whiteness Collective-a small collective of antiracist
educators, scholars, and activists who have been gathering at its
founders' dining room table for almost a decade. Second, the book's
authors are theorizing whiteness not just in terms of structural
aspects of white power, but in terms of how whiteness is reproduced
and challenged in the day-to-day interactions and relationships of
white people. In this sense, whiteness is always already at the
table, and this book seeks to illuminate how and why this is so.
Finally, one of the primary aims of Whiteness at the Table is to
persuade white people of their moral and political responsibility
to bring whiteness-as an explicit topic, as perhaps the most
important problem to be solved at this historical moment-to the
table. This responsibility to theorize and combat whiteness cannot
and should not fall only to people of color.
A group of distinguished experts in the field of brain science
provide an overview of learning science today and its future, while
offering insights for improving educational practice. Whether
you're a researcher, educator, administrator, or policymaker,
Learning Science brings you up to date on the state of learning
science today-and on where it's headed. Presenting the newest
research and ideas of leading authorities in their respective
fields, it draws on many disciplines-from psychology and sociology
to data science and cognitive science-and offers solutions to our
most urgent educational challenges. Learning Science also bridges
the gap between theory and practice, providing concrete examples of
how theory drives educational innovation. It is organized into
three sections: Foundations of Learning Science (broad explorations
of learning science approaches to education, learning, and
teaching); Technology, Algorithms, and Educational Practice (how
advances in technology, data science, and AI are being harnessed to
improve educational outcomes); and From Research to Practice (best
practices and exemplary educational programs based on findings of
learning science). Contributors include: *Arthur Grasser,
University of Memphis *Rose Luckin and Mutlu Cukurova, UCL
Knowledge Lab, London*Tanya Joosten, University of Wisconsin*Melina
Uncapher, University of California, San Francisco*Xiangen Hu,
Central China Normal University and University of Memphis*Susan
Fuhrman, Teachers College, Columbia University*Ryan Baker, Jaclyn
Ocumpaugh, and Juan Miguel L. Andres, University of
Pennsylvania*Neil Heffernan and Korinn Ostrow, Worcester
Polytechnic Institute*Alfred Essa, McGraw-Hill
Education*Christopher Dede, Tina Grotzer, Amy Kamarainen, and Shari
Metcalf, Harvard University*Richard C. Larson, M. Elizabeth Murray,
and Daniel D. Frey, Massachusetts Institute of Technology*Jennifer
Kotler, Sesame Workshop *Valerie Shute, Fengfeng Ke, and Russell
Almond, Florida State University
In an age of online education and educational philosophies like
"flipping the classroom," does the lecture have any role in today's
university? Drawing from the humanities and social sciences and
from a range of different types of schools, The College Lecture
Today makes the affirmative case for the lecture in the humanities
and social and political sciences. These essays explore how to
lecture without sacrificing theoretical knowledge.
Yrjoe Engestroem's exciting approach sees expansive learning as the
central mechanism of transformation in societal practices and
institutions. For researchers and practitioners in education, this
book provides a conceptual and practical toolkit for creating and
analyzing expansive learning processes with the help of
interventions in workplaces, schools and communities. Chapters 1-3
situate the theory of expansive learning in the field of learning
science. Chapters 4-8 contain empirical studies of expansive
learning in various organizational settings (such as banks, schools
and hospitals). In Chapters 9-10, the author looks at new
challenges and possibilities arising from rapidly spreading
'wildfire' activities (disaster relief, for example) and from the
methodology of formative interventions aimed at triggering and
supporting expansive learning. This book provides an integrative
account of recent empirical studies and conceptual developments in
the theory of expansive learning, and serves as a companion volume
to Learning by Expanding.
According to experts in educational measurement, current and past
performance remains the best single predictor of future
performance. This book seeks to maximize individual and
institutional efforts to support students optimal development,
specifically their talents. The Talent Record introduced a common
language, cataloging, and recording levels of talent achieved thus
far on a Talent Profile page. Communicating accomplishments in a
common language across talent fields unites the ever-changing team
of individuals associated with a child's development and advances
meaningful educational practice.
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