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How People Learn
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, class...
Human Cognition
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Preparing Teachers for a Changing World
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational pol...
How Students Learn
How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learni...
Learner-Centered Theory and Practice in Distance Education
Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programs. Eight distance education programs are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed. Each section of the book includes: *a primary chapter written by an a...
Perceiving, Acting and Knowing
Originally published in 1977, the chapters in this volume derive from a conference on Perceiving, Acting and Knowing held by the Center for Research in Human Learning at the University of Minnesota in 1973. The volume was intended to appeal, not just to the specialist or the novice, but to anyone sufficiently interested in psychology to have obtained a sense of its history at the time. Through these essays the authors express a collective attitude that a careful scrutiny of the fundamental tenets of contemporary psychology may be needed. In some essays specific faults in the foundations of an area are discussed, and suggestions are made for remedying them. In other essays the authors flirt with more radical solutions, namely, beginning from new foundations altogether. Although the authors do not present a monolithic viewpoint, a careful reading of all their essays under one cover reveals a glimpse of a new framework by which theory and research may be guided.
The Jasper Project
Describes the genesis and the rationale for the Jasper series, and its importance for curriculum, instruction, assessement, and professional development.
Becoming a History Teacher
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.
Clio at the Table
Clio at the Table provides important historical perspectives on contemporary education policy issues. Based on a conference held in honor of Carl Kaestle, one of the most eminent education historians in the United States, the book includes chapters that address some of the major concerns of U.S. education today, all of which are particular foci of Kaestle's work: urban education, equity, the role of the federal government, and national standards. On each topic, the book presents summaries of new research and explores the uses of history to help further the connections between historical analysis and policy analysis. It will be particularly useful in courses on education history and policy.
