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The unique perspective of Richard E. Snow, in recent years one of
the most distinguished educational psychologists, integrates
psychology of individual differences, cognitive psychology, and
motivational psychology. This capstone book pulls together the
findings of his own 35 years of research on aptitudes and those
from (especially) European scholars, of which he had exceptional
knowledge. A panel of experts and former associates completed this
book after his death in 1997, expanding his notes on implications
of the theory for instructional design and teaching practice. The
panel developed Snow's ideas on where the field should go next,
emphasizing promising research strategies. Viewing intelligence as
education's most important product, as well as its most important
raw material, Snow stressed the need to consider both cognitive
skills and affective-motivational characteristics. In this book,
previously unconnected research and scattered theoretical ideas are
integrated into a dynamic model of aptitude. Understanding the
transaction between person and situation was Snow's primary
concern. This volume draws from diverse resources to construct a
theoretical model of aptitude as a complex process of unfolding
person-situation dynamics. Remaking the Concept of Aptitude:
Extending the Legacy of Richard E. Snow: *presents historical and
contemporary discussion of aptitude theory, illuminating recent
ideas by pointing to their historic antecedents; *provides evidence
of how sound research can have practical ramifications in classroom
settings; *discusses the strengths and weaknesses of prominent
research programs, including Gardner's "multiple intelligence,"
meta-analysis, ATI experiments, and information processing;
*describes in detail specific research that has developed important
concepts--for example, Czikszentmihalyi on "flow"; Lambrechts on
success in stressful training; Sternberg on componential analysis;
and Gibson on tailoring affordances to match motivations; and
*keeps statistical complexities to a minimum, and includes a simply
written Appendix that explains the interpretation of key technical
concepts. By characterizing sound research in the field, this
volume is useful for psychologists and educational researchers. It
will also be instructive for teachers seeking to deepen their
knowledge of the whole child and for parents of children facing
standardized testing.
The unique perspective of Richard E. Snow, in recent years one of
the most distinguished educational psychologists, integrates
psychology of individual differences, cognitive psychology, and
motivational psychology. This capstone book pulls together the
findings of his own 35 years of research on aptitudes and those
from (especially) European scholars, of which he had exceptional
knowledge. A panel of experts and former associates completed this
book after his death in 1997, expanding his notes on implications
of the theory for instructional design and teaching practice. The
panel developed Snow's ideas on where the field should go next,
emphasizing promising research strategies.
Viewing intelligence as education's most important product, as
well as its most important raw material, Snow stressed the need to
consider both cognitive skills and affective-motivational
characteristics. In this book, previously unconnected research and
scattered theoretical ideas are integrated into a dynamic model of
aptitude. Understanding the transaction between person and
situation was Snow's primary concern. This volume draws from
diverse resources to construct a theoretical model of aptitude as a
complex process of unfolding person-situation dynamics. "Remaking
the Concept of Aptitude: Extending the Legacy of Richard E. Snow:
"
*presents historical and contemporary discussion of aptitude
theory, illuminating recent ideas by pointing to their historic
antecedents;
*provides evidence of how sound research can have practical
ramifications in classroom settings;
*discusses the strengths and weaknesses of prominent research
programs, including Gardner's multiple intelligence, meta-analysis,
ATI experiments, and information processing;
*describes in detail specific research that has developed
important concepts--for example, Czikszentmihalyi on flow;
Lambrechts on success in stressful training; Sternberg on
componential analysis; and Gibson on tailoring affordances to match
motivations; and
*keeps statistical complexities to a minimum, and includes a
simply written Appendix that explains the interpretation of key
technical concepts.
By characterizing sound research in the field, this volume is
useful for psychologists and educational researchers. It will also
be instructive for teachers seeking to deepen their knowledge of
the whole child and for parents of children facing standardized
testing.
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Big Theories Revisited (Hardcover)
Patricia Alexander, Helenrose Fives, Carole Ames, Lyn Corno, Ellen Mandinach, …
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R2,894
Discovery Miles 28 940
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Ships in 10 - 15 working days
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This text seeks to revisit major theories of motivation and
learning in order to evaluate the relevance of each theory to our
complex educational environments. The chapters are written by the
renowned authors of theories, or authors who have critiqued
theories.
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Big Theories Revisited (Paperback)
Patricia Alexander, Helenrose Fives, Carole Ames, Lyn Corno, Ellen Mandinach, …
|
R1,675
Discovery Miles 16 750
|
Ships in 10 - 15 working days
|
This text seeks to revisit major theories of motivation and
learning in order to evaluate the relevance of each theory to our
complex educational environments. The chapters are written by the
renowned authors of theories, or authors who have critiqued
theories.
NSSE's centennial volume emphasizes historically important
educational themes in the context of the present and future;
distinguished contributors look both at enduring, broad concerns
(from curriculum and diversity to the psychology of learning) and
specific trends in subject areas.
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