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Really Raising Standards
Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.
Really Raising Standards
The authors explore the psychological theory underlying methods of intervention in cognitive development and show how the practical expression of such methods can lead to long-term gains in academic achievement in ordinary schools.
Really Raising Standards
Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.
The Working Mind
A general organismic-causal theory that explicates working memory and executive function developmentally, clarifying the nature of human intelligence. In The Working Mind, Juan Pascual-Leone and Janice M. Johnson propose a general organismic-causal theory that explicates working memory and executive function developmentally and by doing so clarifies the nature of human intelligence. Pascual-Leone and Johnson explain "from within" (that is, from a subject's own processing perspective) cognitive developmental stages of growth, describing key causal factors that can account for the emergence of the working mind as a functional totality. Among these factors is a maturationally growing mental attention.
Thinking Maths
The rise in GCSE grades has been traced to Thinking Maths lessons in years 7 and 8, according to King's College Professor Michael Shayer. All schools in the pilot cohort witnessed grade improvements, with the proportion of Maths grades A*-C doubling in a quarter of the schools.The new Pack provides a range of activities developed by the Cognitive Acceleration in Mathematics Education project (CAME), proven to raise general levels of achievement. This new two-colour file contains clearly laid-out lesson plans and photocopiable worksheets for 11-14 year-olds, which can be incorporated into work schemes over a two-year period. A simpler, more accessible layout with teacher prompts helps you to bring 'Thinking Maths' to all your pupils. Helps you deliver lessons that develop your pupils' reasoning skills, break through learning barriers and help them achieve their full potential. This proven scheme can be used as a classroom tool to give your pupils a head start and help you raise standards in mathematics.
Neo-Piagetian Theories of Cognitive Development
Piagetian theory was once considered able to describe the structure and development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. However, disillusionment with Piagetian theory came rather quickly because many of its structural and developmental assumptions appeared incongruent with empirical evidence. In recent years several neo-Piagetian theories have been proposed which try to preserve the strengths of Piaget’s theory, while eliminating its weaknesses. At the same time several other models have been advanced originating from different epistemological traditions, such as c...
Can We Teach Intelligence?
This compelling book provides one of the most comprehensive and detailed evaluations of a very popular cognitive skills course -- Reuven Feuerstein's Instrumental Enrichment Programme. Feuerstein claims that his program, a model for diagnosing and remedying cognitive deficiencies in poor attainers, can equip pupils with the basic prerequisites of thinking, thereby enabling them to become more effective learners. Combining innovative and traditional experimental techniques, this text analyzes both teacher and pupil outcomes on a wide range of issues including abilities, accomplishments, and behavioral characteristics. The implications of the study are set against theoretical and practical issues involved in other popular intellectual skills training programs. "Real world" concerns that have been largely ignored by research literature are addressed, as are their effects on the teaching of thinking skills.
Learning to Think
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