Handbook of Academic Learning

Academic Learning: Perspectives, Theory, and Models. The Social Construction of Learning:Introduction. Functional Psychology. Behaviorism. Cognitivism. Situated Learning. Conclusions. References.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.School Learning and Motivation:Perspectives on Motivation.Overview of the Model.Teacher-Directed Interventions.Student Self-Regulation Strategies.Summary.References.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.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.Teaching "How to Learn" within Domains: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 5 Instruction. Summary. Postscript for the Elementary Years. References.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.Psychological Foundations of Elementary Writing Instruction:Endogenous Development.Exogenous Learning.Functionalism.Dialectical Constructivism.An Eclectic Approach to Elementary Writing Instruction.References.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.Developing Student Understanding in Elementary School Mathematics: A Cognitive Perspective:Understanding.Children's Thinking.Implications.Conclusions.References.Mathematics (Grades 7-12):Introduction.A New Look at Mathematics.Constructivism and Reform in Mathematics Education.A Few Exemplary Studies.Some Cautionary Tales.Conclusion.References.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.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.Learning to Learn: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.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.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.Assessment of Classroom Learning:Classroom Assessment:Introduction.Dimensions of High-Quality Assessment.Paper-Pencil Assessments.Performance Assessments.Interpersonal Communication.Grading.References.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.Reflections on Portfolios:Epilogue: Classroom Learning, Looking Ahead:Constructivist Movement.The Learning Process.Meeting the Authors.References.Index.