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This unique contribution to the field of education offers a
comparative look at the application of cognitive theory to
instruction. Six leading researchers, representing the three
theoretical positions which guide the study of cognition -- socio-
cultural, information processing, and neo-Piagetian approaches --
discuss their theories and present empirical evidence in support of
cognitively-based instructional practice. An introductory chapter
describes the basic tenets of each tradition and its general
educational posture, and a concluding chapter compares the
contributors' views and draws implications for key educational
issues. These open-ended discussions of the contrasts and overlaps
in the various positions should stimulate readers to formulate
personal opinions on cognitively-based instruction.
The transfer of learning is universally accepted as the ultimate
aim of teaching. Facilitating knowledge transfer has perplexed
educators and psychologists over time and across theoretical
frameworks; it remains a central issue for today's practitioners
and theorists. This volume examines the reasons for past failures
and offers a reconceptualization of the notion of knowledge
transfer, its problems and limitations, as well as its
possibilities. Leading scholars outline programs of instruction
that have effectively produced transfer at a variety of levels from
kindergarten to university. They also explore a broad range of
issues related to learning transfer including conceptual
development, domain-specific knowledge, learning strategies,
communities of learners, and disposition. The work of these
contributors epitomizes theory-practice integration and enables the
reader to review the reciprocal relation between the two that is so
essential to good theorizing and effective teaching.
The acquisition and maintenance of literacy is of pressing interest
and concern to educators and educational policy makers worldwide.
What are the common themes, the common questions, and the unique
circumstances and initiatives that spring from this interest and
concern? To address these questions, Understanding Literacy
Development: A Global View brings together leading experts from
around the world to explore ways to best provide teaching and
learning opportunities, tailored to specific educational needs, to
help all children become better readers. The premise is that
current generic "one-size-fits-all" approaches are inappropriate
for many children and can lead to underachievement and failure. The
contributors write from a stance that reflects not only their own
particular expertise and experience, but also sheds light on
literacy development across cultures, countries, and circumstances.
Taken together, chapters in this volume target a wide and
comprehensive set of literacy issues, and offer an extensive
exploration of the complexities of literacy development, including
issues related to early literacy, school instruction, family
literacy, adolescent and adult literacy, and teacher development.
At a time when education is burdened by increasing economic
pressure to do more with less, it is imperative that educators and
decision makers at all levels have access to current,
broad-ranging, and in-depth information and evidence to inform
their choices. This volume, compiling critical research on a wide
spectrum of literacy concerns, is an invaluable tool for scholars,
teacher educators, professionals and graduate students in the
fields of literacy education, early childhood education,
educational psychology, educational policy, and related areas.
The transfer of learning is universally accepted as the ultimate
aim of teaching. Facilitating knowledge transfer has perplexed
educators and psychologists over time and across theoretical
frameworks; it remains a central issue for today's practitioners
and theorists. This volume examines the reasons for past failures
and offers a reconceptualization of the notion of knowledge
transfer, its problems and limitations, as well as its
possibilities.
Leading scholars outline programs of instruction that have
effectively produced transfer at a variety of levels from
kindergarten to university. They also explore a broad range of
issues related to learning transfer including conceptual
development, domain-specific knowledge, learning strategies,
communities of learners, and disposition. The work of these
contributors epitomizes theory-practice integration and enables the
reader to review the reciprocal relation between the two that is so
essential to good theorizing and effective teaching.
This unique contribution to the field of education offers a
comparative look at the application of cognitive theory to
instruction. Six leading researchers, representing the three
theoretical positions which guide the study of cognition -- socio-
cultural, information processing, and neo-Piagetian approaches --
discuss their theories and present empirical evidence in support of
cognitively-based instructional practice. An introductory chapter
describes the basic tenets of each tradition and its general
educational posture, and a concluding chapter compares the
contributors' views and draws implications for key educational
issues. These open-ended discussions of the contrasts and overlaps
in the various positions should stimulate readers to formulate
personal opinions on cognitively-based instruction.
The acquisition and maintenance of literacy is of pressing interest
and concern to educators and educational policy makers worldwide.
What are the common themes, the common questions, and the unique
circumstances and initiatives that spring from this interest and
concern? To address these questions, Understanding Literacy
Development: A Global View brings together leading experts from
around the world to explore ways to best provide teaching and
learning opportunities, tailored to specific educational needs, to
help all children become better readers. The premise is that
current generic "one-size-fits-all" approaches are inappropriate
for many children and can lead to underachievement and failure. The
contributors write from a stance that reflects not only their own
particular expertise and experience, but also sheds light on
literacy development across cultures, countries, and circumstances.
Taken together, chapters in this volume target a wide and
comprehensive set of literacy issues, and offer an extensive
exploration of the complexities of literacy development, including
issues related to early literacy, school instruction, family
literacy, adolescent and adult literacy, and teacher development.
At a time when education is burdened by increasing economic
pressure to do more with less, it is imperative that educators and
decision makers at all levels have access to current,
broad-ranging, and in-depth information and evidence to inform
their choices. This volume, compiling critical research on a wide
spectrum of literacy concerns, is an invaluable tool for scholars,
teacher educators, professionals and graduate students in the
fields of literacy education, early childhood education,
educational psychology, educational policy, and related areas.
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