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  1. Handbook of academic learning
    construction of knowledge
    Published: 2010
    Publisher:  Academic Press, San Diego

    The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject... more

    Access:
    Verlag (lizenzpflichtig)
    Verlag (lizenzpflichtig)

    Location:
    Hochschule Aalen, Bibliothek
    Signature:
    E-Book Elsevier
    Inter-library loan:
    No inter-library loan

    Location:
    Universitätsbibliothek Braunschweig
    Inter-library loan:
    No inter-library loan

    Location:
    Medizinische Hochschule Hannover, Bibliothek
    Signature:
    EK 0062
    Inter-library loan:
    No inter-library loan

    Location:
    Zentrale Hochschulbibliothek Lübeck
    Inter-library loan:
    No inter-library loan

    Location:
    Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS)
    Inter-library loan:
    No inter-library loan
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    Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS)
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    Location:
    Universitätsbibliothek Rostock
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    No inter-library loan

     

    The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and how learning can be accurately assessed for given domains and age levels. The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics. Written by authors who have first-hand experience with both theory development and the development of authentic classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test authentic instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning. Key Features * Identifies effective teaching with specific techniques * Covers elementary school through high school * Discusses teaching methods for all main subject areas: reading, writing, math, science, and critical thinking * Identifies how students learn to learn * Reviews theory, research, techniques, and assessment * Contains field tested examples for the educational professional at the school site * Provides a resource for staff development

     
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    Content information
    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9780125542555; 0125542550; 9780080532936; 0080532934
    Series: The educational psychology series
    Subjects: Thought and thinking; Thought and thinking; Learning, Psychology of; Constructivism (Education); Learning, Psychology of; Constructivism (Education); Thought and thinking; Learning; Thinking; EDUCATION ; Educational Psychology; Constructivism (Education); Learning, Psychology of; Thought and thinking ; Study and teaching; Leerprocessen; Leerpsychologie; Constructivisme; Denken
    Scope: Online Ressource (xxiv, 607 pages), illustrations.
    Notes:

    Includes bibliographical references and index. - Print version record

    Academic Learning: Perspectives, Theory, and Models:E. Bredo, The Social Construction of Learning. -- G.D. Phye, Learning and Remembering: The Basis for Personal Knowledge Construction. -- M.H. Dembo and M.J. Eaton, School Learning and Motivation. -- B.J. Zimmerman and R. Risemberg, Self-Regulatory Dimensions of Academic Learning and Motivation. -- P.D. Nichols and D.J. Mittelholtz, Constructing the Concept of Aptitude: Implications for the Assessment of Analogical Reasoning. -- Teaching "How to Learn" within Domains: -- M. Pressley, R. Wharton-McDonald, J. Rankin, P.B. El-Dinary, R. Brown, P. Afflerbach, J. Mistretta, and L. Yokoi, Elementary Reading Instruction. -- J.M. Royer, A Cognitive Perspective on the Assessment, Diagnosis, and Remediation of Reading Skills. -- S.L. Benton, Psychological Foundations of Elementary Writing Instruction. -- R.E. Burnett and L.M. Kastman, Teaching Composition: Current Theories and Practices. -- M.L. Franke and D.A. Grouws, Developing Student Understanding in Elementary School Mathematics: A Cognitive Perspective. -- S.R. Williams, Mathematics (Grades 7-12). -- K. Tobin, The Teaching and Learning of Elementary Science. -- J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Meaningful Learning in Science: The Human Constructivist Perspective. -- Learning to Learn: -- G.D. Phye, Inductive Reasoning and Problem Solving: The Early Grades. -- R.E. Mayer, Incorporating Problem Solving into Secondary School Curricula. -- D.R. Olson, Critical Thinking: Learning to Talk About Talk and Text. -- Assessment of Classroom Learning: -- W.D. Schafer, Classroom Assessment. -- J.H.M. Hamers and A.J.J.M. Ruijssenaars, Assessing Classroom Learning Potential. -- V. Spandel, Reflections on Portfolios. Epilogue: Classroom Learning, Looking Ahead. -- Index.

    Eric Bredo: Part I. Academic learning : perspectives, theory, and modelsThe social construction of learning

    Gary D. Phye: Learning and remembering : the basis for personal knowledge construction

    Myron H. Dembo and Martin J. Eaton: School learning and motivation

    Barry J. Zimmerman and Rafael Risemberg: Self-regulatory dimensions of academic learning and motivation

    Paul D. Nichols and David J. Mittelholtz: Constructing the concept of aptitude : implications for the assessment of analogical reasoning

    Michael Pressley ... [et al.]: Part II. Teaching "how to learn" within domainsElementary reading instruction

    James M. Royer: A cognitive perspective on the assessment, diagnosis, and remediation of reading skills

    Stephen L. Benton: Psychological foundations of elementary writing instruction

    Rebecca E. Burnett and Lee-Ann Marie Kastman: Teaching composition : current theories and practices

    Megan Loef Franke and Douglas A. Grouws: Developing student understanding in elementary school mathematics : a cognitive perspective

    Steven R. Williams: Mathematics (Grades 7-12)

    Kenneth Tobin: The teaching and learning of elementary science

    Joel J. Mintzes, James H. Wandersee, Joseph D. Novak: Meaningful learning in science : the human constructivist perspective

    Gary D. Phye: Part III. Learning to learnInductive reasoning and problem solving : the early grades

    Richard E. Mayer: Incorporating problem solving into secondary school curricula

    David R. Olson: Critical thinking : learning to talk about talk and text

    William D. Schafer: Part IV. Assessment of classroom learningClassroom assessment

    J.H.M. Hamers and A.J.J.M. Ruijssenaars: Assessing classroom learning potential

    Vicki Spandel: Reflections on portfolios
  2. Handbook of academic learning
    construction of knowledge
    Published: c1997
    Publisher:  Academic Press, San Diego

    The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject... more

    Location:
    Technische Universität Hamburg, Universitätsbibliothek
    Inter-library loan:
    No inter-library loan

    Location:
    Zentrale Hochschulbibliothek Lübeck
    Signature:
    KaufEBook202103
    Inter-library loan:
    No inter-library loan

     

    The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and how learning can be accurately assessed for given domains and age levels. The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics. Written by authors who have first-hand experience with both theory development and the development of authentic classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test authentic instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning. Key Features * Identifies effective teaching with specific techniques * Covers elementary school through high school * Discusses teaching methods for all main subject areas: reading, writing, math, science, and critical thinking * Identifies how students learn to learn * Reviews theory, research, techniques, and assessment * Contains field tested examples for the educational professional at the school site * Provides a resource for staff development

     
    Export to reference management software   RIS file
      BibTeX file
    Content information
    Volltext (An electronic book accessible through the World Wide Web; click for information)
    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 0125542550; 0080532934; 9780125542555; 9780080532936
    Series: The educational psychology series
    Subjects: Thought and thinking; Thought and thinking; Learning, Psychology of; Constructivism (Education)
    Scope: Online-Ressource (xxiv, 607 p), ill, 24 cm
    Notes:

    Includes bibliographical references and index

    Electronic reproduction; Mode of access: World Wide Web

    Academic Learning: Perspectives, Theory, and Models:E. Bredo, The Social Construction of Learning. -- G.D. Phye, Learning and Remembering: The Basis for Personal Knowledge Construction. -- M.H. Dembo and M.J. Eaton, School Learning and Motivation. -- B.J. Zimmerman and R. Risemberg, Self-Regulatory Dimensions of Academic Learning and Motivation. -- P.D. Nichols and D.J. Mittelholtz, Constructing the Concept of Aptitude: Implications for the Assessment of Analogical Reasoning. -- Teaching "How to Learn" within Domains: -- M. Pressley, R. Wharton-McDonald, J. Rankin, P.B. El-Dinary, R. Brown, P. Afflerbach, J. Mistretta, and L. Yokoi, Elementary Reading Instruction. -- J.M. Royer, A Cognitive Perspective on the Assessment, Diagnosis, and Remediation of Reading Skills. -- S.L. Benton, Psychological Foundations of Elementary Writing Instruction. -- R.E. Burnett and L.M. Kastman, Teaching Composition: Current Theories and Practices. -- M.L. Franke and D.A. Grouws, Developing Student Understanding in Elementary School Mathematics: A Cognitive Perspective. -- S.R. Williams, Mathematics (Grades 7-12). -- K. Tobin, The Teaching and Learning of Elementary Science. -- J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Meaningful Learning in Science: The Human Constructivist Perspective. -- Learning to Learn: -- G.D. Phye, Inductive Reasoning and Problem Solving: The Early Grades. -- R.E. Mayer, Incorporating Problem Solving into Secondary School Curricula. -- D.R. Olson, Critical Thinking: Learning to Talk About Talk and Text. -- Assessment of Classroom Learning: -- W.D. Schafer, Classroom Assessment. -- J.H.M. Hamers and A.J.J.M. Ruijssenaars, Assessing Classroom Learning Potential. -- V. Spandel, Reflections on Portfolios. Epilogue: Classroom Learning, Looking Ahead. -- Index.

    Eric Bredo: Part I. Academic learning : perspectives, theory, and modelsThe social construction of learning

    Gary D. Phye: Learning and remembering : the basis for personal knowledge construction

    Myron H. Dembo and Martin J. Eaton: School learning and motivation

    Barry J. Zimmerman and Rafael Risemberg: Self-regulatory dimensions of academic learning and motivation

    Paul D. Nichols and David J. Mittelholtz: Constructing the concept of aptitude : implications for the assessment of analogical reasoning

    Michael Pressley ... [et al.]: Part II. Teaching "how to learn" within domainsElementary reading instruction

    James M. Royer: A cognitive perspective on the assessment, diagnosis, and remediation of reading skills

    Stephen L. Benton: Psychological foundations of elementary writing instruction

    Rebecca E. Burnett and Lee-Ann Marie Kastman: Teaching composition : current theories and practices

    Megan Loef Franke and Douglas A. Grouws: Developing student understanding in elementary school mathematics : a cognitive perspective

    Steven R. Williams: Mathematics (Grades 7-12)

    Kenneth Tobin: The teaching and learning of elementary science

    Joel J. Mintzes, James H. Wandersee, Joseph D. Novak: Meaningful learning in science : the human constructivist perspective

    Gary D. Phye: Part III. Learning to learnInductive reasoning and problem solving : the early grades

    Richard E. Mayer: Incorporating problem solving into secondary school curricula

    David R. Olson: Critical thinking : learning to talk about talk and text

    William D. Schafer: Part IV. Assessment of classroom learningClassroom assessment

    J.H.M. Hamers and A.J.J.M. Ruijssenaars: Assessing classroom learning potential

    Vicki Spandel: Reflections on portfolios