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| HANDBOOK OF ACADEMIC LEARNING
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Construction of Knowledge
To order this title, and for more information, click here
By
Gary Phye, Iowa State University, Ames, U.S.A.
Included in series
Educational Psychology,
Description
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
levels, 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 experience with both theory development and the development of classroom instructional techniques, the Handbook
empowers educators to develop, implement, and field-test instructional practices at their school site. The book provides a review of
the literature, theory, research, and skill techniques for effective teaching and learning.
Audience
Educational psychologists, cognitive psychologists, psychologists in test and measurement. Educators.
Contents
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.
| Bibliographic details |
Paperback, 607 pages, publication date: DEC-1996
ISBN-13: 978-0-12-554256-2
ISBN-10: 0-12-554256-9
Imprint: ACADEMIC PRESS
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| Price and Ordering |
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GBP 59
EUR 69.95
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Last update: 4 Sep 2009
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