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Author: Lee Joseph Cronbach
Publisher: Ardent Media
Published: 1981
Total Pages: 600
ISBN-13: 9780829001037
DOWNLOAD EBOOKDownload or read book Aptitudes and Instructional Methods written by Lee Joseph Cronbach and published by Ardent Media. This book was released on 1981 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Verbal and Figural Aptitudes in Relation to Instructional Methods written by Jan-Eric Gustafsson and published by . This book was released on 1976 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author: David Jacobsen
Publisher: Macmillan College
Published: 1993
Total Pages: 396
ISBN-13:
DOWNLOAD EBOOKDownload or read book Methods for Teaching written by David Jacobsen and published by Macmillan College. This book was released on 1993 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author: Robert M. DeKeyser
Publisher: John Benjamins Publishing Company
Published: 2021-04-21
Total Pages: 210
ISBN-13: 902725978X
DOWNLOAD EBOOKThis volume brings together seven empirical studies about aptitude-treatment interactions (ATI), i.e., about how (second language) learners with different aptitudes match or don’t match with different educational treatments; and aptitude-testing interactions, i.e., about how learners with different aptitudes perform better or worse depending on the way their knowledge and skills are tested. The authors are all established researchers or rising stars in the field of second language acquisition (SLA), who believe that little can be said about the effectiveness of teaching and testing methods or techniques without taking individual differences into account. Many of the studies corroborate in SLA what has become a central finding in the psychological and educational research about ATI: the more a method puts the burden of information processing on the student, the bigger the role of the corresponding aptitudes. The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019).
Download or read book Aptitude-Treatment Interaction in Second Language Learning written by Robert M. DeKeyser and published by John Benjamins Publishing Company. This book was released on 2021-04-21 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together seven empirical studies about aptitude-treatment interactions (ATI), i.e., about how (second language) learners with different aptitudes match or don’t match with different educational treatments; and aptitude-testing interactions, i.e., about how learners with different aptitudes perform better or worse depending on the way their knowledge and skills are tested. The authors are all established researchers or rising stars in the field of second language acquisition (SLA), who believe that little can be said about the effectiveness of teaching and testing methods or techniques without taking individual differences into account. Many of the studies corroborate in SLA what has become a central finding in the psychological and educational research about ATI: the more a method puts the burden of information processing on the student, the bigger the role of the corresponding aptitudes. The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019).
Author: Richard E. Snow
Publisher: Taylor & Francis
Published: 2022-07-30
Total Pages: 1114
ISBN-13: 1000806871
DOWNLOAD EBOOKThis small set of 3 titles, was first published in 1980 and 1987. The three volumes make important contributions to the study of cognitive process analyses of aptitude; learning and problem-solving; and conative and affective aspects of human performance, in coordination with cognitive psychology. Taken together the editors hoped they would provide at least one solid platform for a more comprehensive integration of cognitive, conative, and affective theory and research in the instructional psychology of the future.
Download or read book Aptitude, Learning and Instruction written by Richard E. Snow and published by Taylor & Francis. This book was released on 2022-07-30 with total page 1114 pages. Available in PDF, EPUB and Kindle. Book excerpt: This small set of 3 titles, was first published in 1980 and 1987. The three volumes make important contributions to the study of cognitive process analyses of aptitude; learning and problem-solving; and conative and affective aspects of human performance, in coordination with cognitive psychology. Taken together the editors hoped they would provide at least one solid platform for a more comprehensive integration of cognitive, conative, and affective theory and research in the instructional psychology of the future.
Download or read book Methods for Teaching written by David A. Jacobsen and published by . This book was released on 1989 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author: Mehmet Serdar Erciş
Publisher: Cambridge Scholars Publishing
Published: 2018-07-27
Total Pages: 521
ISBN-13: 152751546X
DOWNLOAD EBOOKToday, information and technological developments grow at a rapid pace. Social and political life becomes more and more complicated and, in this process, active citizenship becomes more essential. Knowledge-driven changes in society and economies require individuals to quickly acquire new skills. Otherwise, it is increasingly difficult for employees to adapt to business life and to find a job. Education has to take account of these circumstances, adapt to the rapid developments in the world and educate individuals to continue lifelong learning. For this, skills such as active and independent learning, assertiveness, creativity, self-improvement, lifelong learning are important. Skill teaching differs from knowledge teaching. Skill is the transfer of knowledge to practice. This process involves a learning process that requires the steps of researching, planning, controlling and correcting. The knowledge should be organized, integrated, transferred into practice, mental and physical resources should be activated, and knowledge use should be demonstrated in practice in order to improve the skill. This book contributes to the teaching of skills and includes basic concepts and skills, language skills, science and mathematics skills, psycho-social skills and visual arts skills. It also explains how to teach skills, how to prepare for activities and how to implement activities in educational settings. These applications are intended to draw attention to skill teaching, to raise educators, to increase the success of education, to improve the skills of students, and to enable them to use the skills they have learned in school outside of school and in complex tasks.
Download or read book The Skill Approach in Education written by Mehmet Serdar Erciş and published by Cambridge Scholars Publishing. This book was released on 2018-07-27 with total page 521 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today, information and technological developments grow at a rapid pace. Social and political life becomes more and more complicated and, in this process, active citizenship becomes more essential. Knowledge-driven changes in society and economies require individuals to quickly acquire new skills. Otherwise, it is increasingly difficult for employees to adapt to business life and to find a job. Education has to take account of these circumstances, adapt to the rapid developments in the world and educate individuals to continue lifelong learning. For this, skills such as active and independent learning, assertiveness, creativity, self-improvement, lifelong learning are important. Skill teaching differs from knowledge teaching. Skill is the transfer of knowledge to practice. This process involves a learning process that requires the steps of researching, planning, controlling and correcting. The knowledge should be organized, integrated, transferred into practice, mental and physical resources should be activated, and knowledge use should be demonstrated in practice in order to improve the skill. This book contributes to the teaching of skills and includes basic concepts and skills, language skills, science and mathematics skills, psycho-social skills and visual arts skills. It also explains how to teach skills, how to prepare for activities and how to implement activities in educational settings. These applications are intended to draw attention to skill teaching, to raise educators, to increase the success of education, to improve the skills of students, and to enable them to use the skills they have learned in school outside of school and in complex tasks.
Author: Wolfgang Schneider
Publisher: Springer Science & Business Media
Published: 2012-12-06
Total Pages: 449
ISBN-13: 1461232686
DOWNLOAD EBOOKDuring the past two decades, a renewed interest in children's cognitive devel opment has stimulated numerous research activities that have been summarized in hundreds of books. In our view, the field of memory development provides a particularly nice example of the progress that has been made so far. Since John Flavell's landmark symposium on "What Is Memory Development the Development of?" in 1971, the question of what develops has been addressed in different ways, yielding a rather complex pattern of findings. A closer look at current research outcomes reveals that ways of describing and explaining de velopmental changes in memory performance have changed considerably during the past 20 years. That is, while individual differences in the use of cognitive strategies were conceived of as the most important predictors of individual dif ferences in memory performance in the 1970s, the crucial role of knowledge has been demonstrated in research conducted in the 1980s. More recent studies have repeatedly emphasized that neither changes in strategies nor knowledge alone is sufficient to explain general patterns of memory development: Here the claim is that strategies ahd different forms of knowledge (e. g. , world knowl edge, domain knowledge, or metacognitive knowledge) interact in rather com plex ways to achieve successful memory performance. We believe that this claim can be generalized to different fields dealing with intelligent information processing.
Download or read book Interactions Among Aptitudes, Strategies, and knowledge in Cognitive Performance written by Wolfgang Schneider and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past two decades, a renewed interest in children's cognitive devel opment has stimulated numerous research activities that have been summarized in hundreds of books. In our view, the field of memory development provides a particularly nice example of the progress that has been made so far. Since John Flavell's landmark symposium on "What Is Memory Development the Development of?" in 1971, the question of what develops has been addressed in different ways, yielding a rather complex pattern of findings. A closer look at current research outcomes reveals that ways of describing and explaining de velopmental changes in memory performance have changed considerably during the past 20 years. That is, while individual differences in the use of cognitive strategies were conceived of as the most important predictors of individual dif ferences in memory performance in the 1970s, the crucial role of knowledge has been demonstrated in research conducted in the 1980s. More recent studies have repeatedly emphasized that neither changes in strategies nor knowledge alone is sufficient to explain general patterns of memory development: Here the claim is that strategies ahd different forms of knowledge (e. g. , world knowl edge, domain knowledge, or metacognitive knowledge) interact in rather com plex ways to achieve successful memory performance. We believe that this claim can be generalized to different fields dealing with intelligent information processing.
Author: Richard E. Snow
Publisher:
Published: 1976
Total Pages: 84
ISBN-13:
DOWNLOAD EBOOKA review of current literature on the relation of aptitudes to learning outcomes under different instructional methods or conditions. Included are: aptitude-instructional treatment interaction studies, notes on new methodological problems, and studies of individual differences in laboratory learning arrangements. Aptitudes emphasized include abilities (general, fluid-analytic, crystallized) and personality traits (anxiety, achievement via independence and achievement via conformity). Complex interactions among ability, personality, and instructional treatment variables are demonstrated. Implications for further research are discussed. (Author).
Download or read book Research on Aptitudes written by Richard E. Snow and published by . This book was released on 1976 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: A review of current literature on the relation of aptitudes to learning outcomes under different instructional methods or conditions. Included are: aptitude-instructional treatment interaction studies, notes on new methodological problems, and studies of individual differences in laboratory learning arrangements. Aptitudes emphasized include abilities (general, fluid-analytic, crystallized) and personality traits (anxiety, achievement via independence and achievement via conformity). Complex interactions among ability, personality, and instructional treatment variables are demonstrated. Implications for further research are discussed. (Author).
Author: Monica Rosén
Publisher: Springer
Published: 2016-10-03
Total Pages: 327
ISBN-13: 331943473X
DOWNLOAD EBOOKThis book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
Download or read book Cognitive Abilities and Educational Outcomes written by Monica Rosén and published by Springer. This book was released on 2016-10-03 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
