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Socializing Intelligence Through Academic Talk and Dialogue
Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.
Education and Learning to Think
The economic and social challenges confronting the nation today demand that all citizens acquire and learn to use complex reasoning and thinking skills. Education and Learning to Think confronts the issues facing our schools as they take on this mission. This volume reviews previous research, highlights successful learning strategies, and makes specific recommendations about problems and directions requiring further study. Among the topics covered are the nature of thinking and learning, the possibilities of teaching general reasoning, the attempts to improve intelligence, thinking skills in academic disciplines, methods of cultivating the disposition toward higher order thinking and learning, and the integral role motivation plays in these activities.
Coaching
"Coaching supports teacher development and puts teachers' needs at the heart of professional learning by individualizing their learning and by positioning them as professionals. With many different models available, administrators may find it challenging to determine the kind of coaching that best fits the needs of schools, teachers, and students. This fresh new resource brings together the voices of recognized experts in the field including Joellen Killion, Cathy Toll, Jane Ellison, Randy Sprick, Jane Kise, Karla Reiss, Lucy West, and Jim Knightto present unique approaches for coaching teachers and leaders. Comprehensive chapters review the roles of coaches in schools, examine the research base on coaching, and provide in-depth discussions of specific approaches to coaching, including: Literacy coaching; Cognitive coaching; Instructional coaching; Content-focused coaching; Classroom management; Leadership coaching. Coaching helps readers make more informed choices about a range of coaching approaches to best serve the unique needs of their teachers and schools."--Publisher's website.
Knowing, Learning, and instruction
Celebrating the 20th anniversary of the Learning Research and Development Center (LRDC) at the University of Pittsburgh, these papers present the most current and innovative research on cognition and instruction. Knowing, Learning, and Instruction pays homage to Robert Glaser, founder of the LRDC, and includes debates and discussions about issues of fundamental importance to the cognitive science of instruction.
Princess With a Backpack
Princess with a Backpack is uniquely positioned in the travel publication market. It combines practical and specific advice, personal experience and direct references to the target reader, which gives the reader a practical and humorous account of the backpacking experience. Various Australian female personalities such as Bessie Bardot, Tali Shine and Mimi Zu have made valuable contributions to the book in the form of quotes, advice or anecdotes to add variety, fun and credibility.
Perspectives on Socially Shared Cognition
Aims to undo this figure-ground relationship between cognitive and social processes. The chapters in Part One, by developmental, social, and educational psychologists and an anthropologist, explore the role of the immediate social situation in cognition, offering challenges from the mild to the deeply unsettling to psychologists' traditional assumptions about cognition, competence, and performance. In Part Two, chapters by a psychologist/anthropologist explore from a linguistic perspective the various and often hidden ways in which the social permeates thinking, especially by shaping the forms of reasoning and language use available to members of a community. Part Three contains three chapte...
Content Matters
An authoritative guide for improving teaching, learning, and literacy in content area classrooms This book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their...
Align the Design
The authors show how school leaders can use "power tools" to coordinate essential school improvement processes, improve student achievement, and create more effective schools.
The Wiley Handbook of Teaching and Learning
Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today’s schools across the globe This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today’s students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in cont...
The Unfinished Revolution
The Unfinished Revolution is essential reading not only for educators and policymakers, but for anyone who has looked at the difficulties faced by schools and the communities around them and thought, "There must be a better way." Drawing on a vast body of evidence and relevant research, the book covers: How humans learn, and why our innate talents for learning through community involvement clash with current school systems. The historical reasons for the demise of learning within the community and the rapid ascent of mass education. The impact changing economies and working practices have had on family life, and on our expectations of schools. The English experience, showing how difficult it has proved over the past 50 years to move away from entrenched systems of education. How educational practices need to change in order to promote lifelong learning. Abbott and Ryan believe that education should be about far more than teaching the basics and improving test scores, and offer up their own compelling vision of how and what children should learn in the 21st century. >
