Handbook of Academic Learning - Construction of Knowledge

Front Cover

Handbook of Academic Learning: Construction of Knowledge

Copyright Page

Contents

Contributors

Preface

PART 1: Academic Learning: Perspectives, Theory, and Models

CHAPTER 1. THE SOCIAL CONSTRUCTION OF LEARNING

Introduction

Functional Psychology

Behaviorism

Cognitivism

Situated Learning

Conclusions

References

CHAPTER 2. LEARNING AND REMEMBERING: THE BASIS FOR PERSONAL KNOWLEDGE CONSTRUCTION

Theory and Practice

Classroom Learning

Personal Knowledge Construction

Remembering

Remembering and Academic Problem Solving

Developing a Problem-Solving Environment

Promoting Personal Knowledge Construction

References

CHAPTER 3. SCHOOL LEARNING AND MOTIVATION

Perspectives on Motivation

Overview of the Model

Teacher-Directed Interventions

Student Self-Regulation Strategies

Summary

References

CHAPTER 4. SELF-REGULATORY DIMENSIONS OF ACADEMIC LEARNING AND MOTIVATION

Self-Regulation of Achievers and Underachievers

Dimensions of Academic Self-Regulation

Research on Self-Regulatory Beliefs and Processes

Conclusion

References

CHAPTER 5. CONSTRUCTING THE CONCEPT OF APTITUDE: IMPLICATIONS FOR THE ASSESSMENT OF ANALOGICAL REASONING

Changing Conceptualization of Aptitude

Current Approaches to the Assessment of Analogical Reasoning

New Directions in Assessing Analogical Reasoning

Conclusion

References

PART II: Teaching "How to Learn" within Domains

CHAPTER 6. ELEMENTARY READING INSTRUCTION

Excellent Reading as Constructively Responsive Reading

The Information Processing Components That Interact to Produce Constructively Responsive Reading

Emergent Reading during the Preschool Years: Promoting the Development of Language Competence

Phonemic Awareness: An Important Metalinguistic Competence That Can Be Developed through Instruction during Kindergarten and Grade 1

Experimental Research on Primary-Grades Instruction: Whole Language versus Explicit Teaching of Decoding

Comprehension Strategies Instruction

What Excellent Elementary Literacy Teachers Do

Primary-Grades Teaching

Grade 5 Instruction

Summary

Postscript for the Elementary Years

References

CHAPTER 7. A COGNITIVE PERSPECTIVE ON THE ASSESSMENT, DIAGNOSIS, AND REMEDIATION OF READING SKILLS

An Overview of the LATAS Model of Assessment and Educational Intervention

The Theoretical Underpinnings of the LATAS Diagnoses and Interventions

Five Characteristics of Teacher-Useful Reading Diagnosis and Remediation

The Results of Instructional Interventions Based on LATAS Assessments

Other Intervention Strategies Used at LATAS

User-Friendly Properties of the LATAS Procedures

Final Comments

References

CHAPTER 8. PSYCHOLOGICAL FOUNDATIONS OF ELEMENTARY WRITING INSTRUCTION

Endogenous Development

Exogenous Learning

Functionalism

Dialectical Constructivism

An Eclectic Approach to Elementary Writing Instruction

References

CHAPTER 9. TEACHING COMPOSITION: CURRENT THEORIES AND PRACTICES

Conventional Approaches to Teaching Writing

Current Theoretical Perspectives about Teaching Writing

Situations for Teaching Writing

Managing Complexities and Complications in Teaching Writing

Support for Teaching Writing

Conclusion

References

CHAPTER 10. DEVELOPING STUDENT UNDERSTANDING IN ELEMENTARY SCHOOL MATHEMATICS: A COGNITIVE PERSPECTIVE

Understanding

Children's Thinking

Implications

Conclusions

References

CHAPTER 11. MATHEMATICS (GRADES 7 – 1 2 )

Introduction

A New Look at Mathematics

Constructivism and Reform in Mathematics Education

A Few Exemplary Studies

Some Cautionary Tales

Conclusion

References

CHAPTER 12. THE TEACHING AND LEARNING OF ELEMENTARY SCIENCE

Learning Science through Coparticipation

Contextual Issues

Focusing on the Learner

Organizing Students for Learning

Equity Issues

Conclusions

References

CHAPTER 13. MEANINGFUL LEARNING IN SCIENCE: THE HUMAN CONSTRUCTIVIST PERSPECTIVE

Classroom Learning in Science

Research in Science Learning: The Context of Metacognition

Human Constructivism: The New Synthesis

The Practice of Science Teaching: How Metacognitive Strategies Can Help

A Look toward the Future of Science Teaching

References

PART III: Learning to Learn

CHAPTER 14. INDUCTIVE REASONING AND PROBLEM SOLVING: THE EARLY GRADES

Higher-Order Thinking Skills

Cognitive Intervention

Cognitive Training for Children: A Developmental Program of Inductive Reasoning and Problem Solving

Conclusion

References

CHAPTER 15. INCORPORATING PROBLEM SOLVING INTO SECONDARY SCHOOL CURRICULA

Introduction to Problem Solving

Historical Overview: Three Theories of Problem Solving

Four Recommendations Based on a Commonsense Approach to Problem Solving

Four Recommendations Based on Cognitive Constructivist Research

An Exemplary Program

Conclusion

References

CHAPTER 16. CRITICAL THINKING: LEARNING TO TALK ABOUT TALK AND TEXT

Introduction

Literate or Schooled Modes of Thought

Speech Act and Mental State Verbs

The Role of the School

References

PART IV: Assessment of Classroom Learning

CHAPTER 17. CLASSROOM ASSESSMENT

Introduction

Dimensions of High-Quality Assessment

Paper–Pencil Assessments

Performance Assessments

Interpersonal Communication

Grading

References

CHAPTER 18. ASSESSING CLASSROOM LEARNING POTENTIAL

Learning Potential Assessment

Initial Studies

Learning Potential Tests for Minority Groups

The Learning Potential Test for Ethnic Minorities

New Developments in Learning Potential Assessment

Further Educational Implications

References

CHAPTER 19. REFLECTIONS ON PORTFOLIOS

A Working Definition

Assessment, Instruction–or Both?

State and District Goals

Words of Wisdom

Everyone Is Doing It; Shouldn't I?

What Kinds of Portfolios Make Most Sense in My Classroom?

Self-Reflection

How Do You Know If It Is Working?

CHAPTER 20. EPILOGUE: CLASSROOM LEARNING, LOOKING AHEAD

Constructivist Movement

The Learning Process

Meeting the Authors

References

Index