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Toward the Practice of theory-based Instruction

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advanced cognitive instructional strategies
Category=JMR
Category=JNC
Child's Current Level
Child’s Current Level
cognitive development
Cognitive Scaffold
educational psychology
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eq_nobargain
eq_non-fiction
eq_society-politics
functioning
General Genetic Law
Individual Mental Functioning
information processing theory
Interpsychological Functioning
Interpsychological Plane
intrapsychological
Intrapsychological Functioning
IQ Test
Knowledge Acquisition
Knowledge Acquisition Components
Langer's Findings
Langer’s Findings
language
Learning Disabled Individuals
Learning Disabled Students
mediation
Middle Level Programs
National Language
reading writing connections
reciprocal
Reciprocal Teaching Dialogues
Red Shoes
remedial instruction methods
Selective Encoding
semiotic
Semiotic Mediation
situation
social
Social Language
sociocultural learning
Speaker's Belief
Speaker's Internal Representation
Speaker’s Belief
Speaker’s Internal Representation
Strategic Learning
teaching
triarchic
Triarchic Model
Triarchic Theory

Product details

  • ISBN 9780805807738
  • Weight: 540g
  • Dimensions: 152 x 229mm
  • Publication Date: 01 May 1991
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Description

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.
About
Edited by Anne McKeough, Judy Lee Lupart