Cognition, Teaching, and Assessment
Published on 4. April 1995
Book
Hardback
512 pages
978-0-673-99400-4 (ISBN)
Description
This text provides educators with knowledge essential for informed decision making. It examines the subject matter from strategic, knowledge- based, metacognitive, motivational, and biological perspectives and surveys current thinking pertaining to math, science, writing, and reading.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 262 mm
Width: 208 mm
Thickness: 30 mm
Weight
1211 gr
ISBN-13
978-0-673-99400-4 (9780673994004)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Preface.
1. Introduction: Good Thinking, Good Teaching, and Alternative Ways of Studying Good Thinking and Good Teaching.
I. GOOD INFORMATION PROCESSING.
2. Strategies and Metacognitive Regulation of Strategies: Basic Theory and Research.
3. Knowledge.
4. The Role of Knowledge in Cognition.
5. Enhancing Student Motivation.
6. Biological Foundations.
II. OTHER GRAND THEORETICAL PERSPECTIVES.
7. Classical Theories of Learning and Development.
8. Social Interactional Theories of Learning and Development.
9. Preparing Students to Think Responsibly About Difficult Social Problems.
III. IMPORTANT EMPIRICAL CONTRIBUTIONS IN EDUCATIONAL PSYCHOLOGY.
10. Basic Mechanisms Affecting Learning.
11. Teaching Practices and the Development of Intellect.
IV. COGNITION AND INSTRUCTION.
12. Science.
13. Mathematical Problem Solving.
14. Literacy I: Reading.
15. Literacy II: Writing.
V. ASSESSMENT AND INDIVIDUAL DIFFERENCES.
16. Traditional Assessments and Conceptualizations of Intelligence and Academic Competence.
17. Alternative Assessments.
18. Various Types of Learners.
References.
Acknowledgements.
Name Index.
Subject Index.
1. Introduction: Good Thinking, Good Teaching, and Alternative Ways of Studying Good Thinking and Good Teaching.
I. GOOD INFORMATION PROCESSING.
2. Strategies and Metacognitive Regulation of Strategies: Basic Theory and Research.
3. Knowledge.
4. The Role of Knowledge in Cognition.
5. Enhancing Student Motivation.
6. Biological Foundations.
II. OTHER GRAND THEORETICAL PERSPECTIVES.
7. Classical Theories of Learning and Development.
8. Social Interactional Theories of Learning and Development.
9. Preparing Students to Think Responsibly About Difficult Social Problems.
III. IMPORTANT EMPIRICAL CONTRIBUTIONS IN EDUCATIONAL PSYCHOLOGY.
10. Basic Mechanisms Affecting Learning.
11. Teaching Practices and the Development of Intellect.
IV. COGNITION AND INSTRUCTION.
12. Science.
13. Mathematical Problem Solving.
14. Literacy I: Reading.
15. Literacy II: Writing.
V. ASSESSMENT AND INDIVIDUAL DIFFERENCES.
16. Traditional Assessments and Conceptualizations of Intelligence and Academic Competence.
17. Alternative Assessments.
18. Various Types of Learners.
References.
Acknowledgements.
Name Index.
Subject Index.