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During the past 30 years, researchers have made exciting progress
in the science of learning (i.e., how people learn) and the science
of instruction (i.e., how to help people learn). This second
edition of the Handbook of Research on Learning and Instruction is
intended to provide an overview of these research advances. With
chapters written by leading researchers from around the world, this
volume examines learning and instruction in a variety of learning
environments including in classrooms and out of classrooms, and
with a variety of learners including K-16 students and adult
learners. Contributors to this volume demonstrate how and why
educational practice should be guided by research evidence
concerning what works in instruction. The Handbook is written at a
level that is appropriate for graduate students, researchers, and
practitioners interested in an evidence-based approach to learning
and instruction. The book is divided into two sections: learning
and instruction. The learning section consists of chapters on how
people learn in reading, writing, mathematics, science, history,
second language, and physical education, as well as how people
acquire the knowledge and processes required for critical thinking,
studying, self-regulation, and motivation. The instruction section
consists of chapters on effective instructional methods-feedback,
examples, questioning, tutoring, visualizations, simulations,
inquiry, discussion, collaboration, peer modeling, and adaptive
instruction. Each chapter in this second edition of the Handbook
has been thoroughly revised to integrate recent advances in the
field of educational psychology. Two chapters have been added to
reflect advances in both helping students develop learning
strategies and using technology to individualize instruction. As
with the first edition, this updated volume showcases the best
research being done on learning and instruction by traversing a
broad array of academic domains, learning constructs, and
instructional methods.
Every day in classrooms, teachers and students think about and with
text. Their beliefs about what text is, who created it, and how to
evaluate it are an influence, often a profoundly important one, on
how they use text. This book brings together research on
epistemology, belief systems, teacher beliefs, and text -- research
that is usually presented separately, and in different disciplines.
The editors illustrate what a cross-disciplinary body of work looks
like, what varied insights are possible, and when the central
concerns are beliefs and text.
Written by respected researchers in the fields of psychology and
education, the chapters are clustered thematically into three
sections:
* childrens' and adults' beliefs about text.
* beliefs about what should be taught and how particular content
should be taught and assessed in classrooms.
* commentary on knowing versus believing, on the literatures that
inform this body of work, and on belief systems.
The first to address this important topic in a single volume, this
book provides an essential synthesis of current research in an
active area of inquiry. The chapters are pieces framed in a time
and place with particular intentions -- one of those intentions is
that they separately and as a whole stimulate discussion about
beliefs and text.
Technology-enabled simulations are increasingly used for students
in K-12 education and have the potential to improve teaching and
learning across domains. Across five chapters, this book explores
the psychological foundation of simulation use in instruction,
guiding readers through individual differences among learners and
contexts while addressing theory, pedagogy, cognitive processes,
and more. This concise volume is designed for any education course
that includes simulations in the curriculum and will be
indispensable for student researchers and both pre- and in-service
teachers alike.
During the past 30 years, researchers have made exciting progress
in the science of learning (i.e., how people learn) and the science
of instruction (i.e., how to help people learn). This second
edition of the Handbook of Research on Learning and Instruction is
intended to provide an overview of these research advances. With
chapters written by leading researchers from around the world, this
volume examines learning and instruction in a variety of learning
environments including in classrooms and out of classrooms, and
with a variety of learners including K-16 students and adult
learners. Contributors to this volume demonstrate how and why
educational practice should be guided by research evidence
concerning what works in instruction. The Handbook is written at a
level that is appropriate for graduate students, researchers, and
practitioners interested in an evidence-based approach to learning
and instruction. The book is divided into two sections: learning
and instruction. The learning section consists of chapters on how
people learn in reading, writing, mathematics, science, history,
second language, and physical education, as well as how people
acquire the knowledge and processes required for critical thinking,
studying, self-regulation, and motivation. The instruction section
consists of chapters on effective instructional methods-feedback,
examples, questioning, tutoring, visualizations, simulations,
inquiry, discussion, collaboration, peer modeling, and adaptive
instruction. Each chapter in this second edition of the Handbook
has been thoroughly revised to integrate recent advances in the
field of educational psychology. Two chapters have been added to
reflect advances in both helping students develop learning
strategies and using technology to individualize instruction. As
with the first edition, this updated volume showcases the best
research being done on learning and instruction by traversing a
broad array of academic domains, learning constructs, and
instructional methods.
Technology-enabled simulations are increasingly used for students
in K-12 education and have the potential to improve teaching and
learning across domains. Across five chapters, this book explores
the psychological foundation of simulation use in instruction,
guiding readers through individual differences among learners and
contexts while addressing theory, pedagogy, cognitive processes,
and more. This concise volume is designed for any education course
that includes simulations in the curriculum and will be
indispensable for student researchers and both pre- and in-service
teachers alike.
An Essential History of Current Reading Practices describes the key
research and trends that have informed, shaped, and given direction
to reading education over the last half-century. This volume -
penned by some of the best-known experts in the field - can
familiarize any educator, from novice to expert, with the complex
nature of teaching reading. It also can provide readers a starting
point for examining particular topics in depth. The contributors
review landmark research from the middle of the 20th century
through today, highlighting political and social pressures that
have influenced research, policy, and classroom practice. Eleven
chapters explore the historical underpinnings of the reading
process, phonics, family literacy, guided reading, comprehension,
fluency, content area reading, children's literature, remedial and
clinical reading, vocabulary and spelling, and teacher education
and professional development. To provide readers with a jump-off
point for further study, each chapter presents questions for future
research as well as Essential Readings resource lists. The author
invites you into a deep understanding of each topic. You will gain
perspective, ground your own work, and come to appreciate the rich,
varied interpretations of these areas of reading.
Edited by Patricia Alexander (University of Maryland), Felice J.
Levine (AERA), and William Tate (Washington University in St.
Louis), this centennial volume of RRE takes a "retrospective,
prospective" approach on a diverse range of education research
topics spanning the last 100 years. While using historical trends
as foundations for their chapters, the authors also look ahead to
the most challenging issues and promising directions for the next
century. The chapters contribute to cumulative knowledge, capture
research developments and findings of sustained significance, and
address research innovations anchored in their time or place, which
could ultimately shape directions of scholarly promise and
potential for the future. To bring conceptual cohesion to the
volume, the editors nested the chapters in four thematic sections:
(1) the Research Enterprise and the Doing of Education Research,
(2) the Contexts of Education, (3) the Process of and Substance of
Learning, (4) and the Changing Attention to Diversity and
Difference.
Leaders cannot influence the quality of teaching unless they
understand how to recognize really good teaching. The most
significant challenge faced by most teachers is how best to
facilitate the learning of students who fall behind. In order to
move teaching to more effective strategies, leaders must learn how
to explain how and why learner centered teaching will enhance the
achievement of all students. This essential resource covers three
core areas: 1) Understanding Recent Research on Learning; 2)
Identifying the Characteristics of Effective Teaching, and 3)
Overcoming Barriers to the Implementation of Learner Centered
Teaching. Murphy and Alexander's book introduces readers to the
research on learning and helps them develop an understanding of how
different approaches to instruction are informed by research. This
will be the textbook for the first course in the Leadership for
Learning curriculum, Facilitating Effective Learning for All
Students. The Leadership for Learning curriculum is a joint venture
between AASA and Canter/Sylvan Learning to create a new educational
administration program that will be available on-line and at
universities, including Vanderbilt.
Leaders cannot influence the quality of teaching unless they
understand how to recognize really good teaching. The most
significant challenge faced by most teachers is how best to
facilitate the learning of students who fall behind. In order to
move teaching to more effective strategies, leaders must learn how
to explain how and why learner centered teaching will enhance the
achievement of all students. This essential resource covers three
core areas: 1) Understanding Recent Research on Learning; 2)
Identifying the Characteristics of Effective Teaching, and 3)
Overcoming Barriers to the Implementation of Learner Centered
Teaching. Murphy and Alexander's book introduces readers to the
research on learning and helps them develop an understanding of how
different approaches to instruction are informed by research. This
will be the textbook for the first course in the Leadership for
Learning curriculum, Facilitating Effective Learning for All
Students. The Leadership for Learning curriculum is a joint venture
between AASA and Canter/Sylvan Learning to create a new educational
administration program that will be available on-line and at
universities, including Vanderbilt.
Every day in classrooms, teachers and students think about and with
text. Their beliefs about what text is, who created it, and how to
evaluate it are an influence, often a profoundly important one, on
how they use text. This book brings together research on
epistemology, belief systems, teacher beliefs, and text -- research
that is usually presented separately, and in different disciplines.
The editors illustrate what a cross-disciplinary body of work looks
like, what varied insights are possible, and when the central
concerns are beliefs and text.
Written by respected researchers in the fields of psychology and
education, the chapters are clustered thematically into three
sections:
* childrens' and adults' beliefs about text.
* beliefs about what should be taught and how particular content
should be taught and assessed in classrooms.
* commentary on knowing versus believing, on the literatures that
inform this body of work, and on belief systems.
The first to address this important topic in a single volume, this
book provides an essential synthesis of current research in an
active area of inquiry. The chapters are pieces framed in a time
and place with particular intentions -- one of those intentions is
that they separately and as a whole stimulate discussion about
beliefs and text.
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