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Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.
Book Synopsis The Guided Construction of Knowledge by : Neil Mercer
Download or read book The Guided Construction of Knowledge written by Neil Mercer and published by Multilingual Matters. This book was released on 1995-01-01 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.
Provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of research across a broad spectrum of work within the domain of psychology of education. This book focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.
Book Synopsis International Handbook of Psychology in Education by : Karen Littleton
Download or read book International Handbook of Psychology in Education written by Karen Littleton and published by Emerald Group Publishing. This book was released on 2010-05-26 with total page 827 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of research across a broad spectrum of work within the domain of psychology of education. This book focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.
The papers in this collection discuss educational/applied linguistics discourse, language policy and education, professional culture in language education, and learner language in educational settings.
Book Synopsis Language and Education by : British Association for Applied Linguistics. Meeting
Download or read book Language and Education written by British Association for Applied Linguistics. Meeting and published by Multilingual Matters. This book was released on 1996 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The papers in this collection discuss educational/applied linguistics discourse, language policy and education, professional culture in language education, and learner language in educational settings.
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Book Synopsis Encyclopedia of the Sciences of Learning by : Norbert M. Seel
Download or read book Encyclopedia of the Sciences of Learning written by Norbert M. Seel and published by Springer Science & Business Media. This book was released on 2011-10-05 with total page 3643 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Book Synopsis How People Learn II by : National Academies of Sciences, Engineering, and Medicine
Download or read book How People Learn II written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-09-27 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Book Synopsis Learning and Understanding by : National Research Council
Download or read book Learning and Understanding written by National Research Council and published by National Academies Press. This book was released on 2002-08-06 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Focusing on early childhood experiences and the factors at work, this title examines the expanding field of early childhood education and care, highlighting the critical issues to be aware of and how this can affect the child in later life.
Book Synopsis Perspectives on Early Childhood Education by : Katherine M. Hirst
Download or read book Perspectives on Early Childhood Education written by Katherine M. Hirst and published by Trentham Books. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focusing on early childhood experiences and the factors at work, this title examines the expanding field of early childhood education and care, highlighting the critical issues to be aware of and how this can affect the child in later life.
The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.
Book Synopsis The Guided Reader to Teaching and Learning History by : Richard Harris
Download or read book The Guided Reader to Teaching and Learning History written by Richard Harris and published by Routledge. This book was released on 2013-10-15 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Book Synopsis How People Learn by : National Research Council
Download or read book How People Learn written by National Research Council and published by National Academies Press. This book was released on 2000-09-11 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
"This book provides a really sound grounding in the theories that underpin successful teaching and learning. Without over-simplification it provides accessible introductions to the key learning theories with which teachers and students are likely to engage, and it has immense practical value." Professor Sally Brown, Pro-Vice-Chancellor, Leeds Metropolitan University, UK This comprehensive guide for education students and practitioners provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice. The book can be read as a series of stand-alone chapters or as an integrated overview of theoretical perspectives drawn from the philosophy, psychology, sociology and pedagogy that guide educational principles and practice. Each chapter contains: An accessible introduction to each theory A summary of key principles Critical insights drawn from the theories discussed Examples and illustrations from contemporary research and practice Summary boxes that highlight critical and key points made Practical implications for education professionals Approaches to Learning is an invaluable resource for students and practitioners who wish to reflect on their educational constructs and explore and engage in the modern discourse of education.
Book Synopsis Approaches to Learning by : Anne Jordan
Download or read book Approaches to Learning written by Anne Jordan and published by McGraw-Hill Education (UK). This book was released on 2008-07-16 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides a really sound grounding in the theories that underpin successful teaching and learning. Without over-simplification it provides accessible introductions to the key learning theories with which teachers and students are likely to engage, and it has immense practical value." Professor Sally Brown, Pro-Vice-Chancellor, Leeds Metropolitan University, UK This comprehensive guide for education students and practitioners provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice. The book can be read as a series of stand-alone chapters or as an integrated overview of theoretical perspectives drawn from the philosophy, psychology, sociology and pedagogy that guide educational principles and practice. Each chapter contains: An accessible introduction to each theory A summary of key principles Critical insights drawn from the theories discussed Examples and illustrations from contemporary research and practice Summary boxes that highlight critical and key points made Practical implications for education professionals Approaches to Learning is an invaluable resource for students and practitioners who wish to reflect on their educational constructs and explore and engage in the modern discourse of education.
