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Handbook of Research on Learning and Instruction
During the past 30 years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances. With chapters written by leading researchers from around the world, this volume examines learning and instruction in a variety of learning environments including in classrooms and out of classrooms, and with a variety of learners including K-16 students and adult learners. Contributors to this volume demonstrate how and why educational practice should be guided by research ev...
Confronting Today's Issues
This book examines some of the most important challenges facing administrators and other professionals in PreK-12 schools today: safety and security, hiring and evaluating members of the faculty and staff, dealing with students’ academic and behavioral challenges, assessing student performance, responding to disengaged or overly engaged parents, and handling external pressures from the community. It also explores ideas for how to design the types of school our students will need in the future and cope with the realities of trying to develop these schools in a difficult educational environment. Preferring practical advice over unsupported hypotheses and adopting clear, instructive language rather than educational jargon, the authors draw upon their own experience as well as some of the best research currently being conducted in the field of educational leadership. The book is suitable for self-study, workshops, education courses, and in-serve programs. The target audience is current and prospective PreK-12 administrators, teachers, student teachers, and staff.
Cognition, Education, and Communication Technology
Cognition, Education, and Communication Technology presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including: *the role of perceptual processes in learning; *external cognition as support for interactive learning; *the role of meta-cognition; *simulation learning environments as cognitive tools; *the role of scie...
PISA, Power, and Policy
Over the past ten years the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organization for Economic Cooperation and Development (OECD), PISA seems well on its way to being institutionalized as the main engine in the global accountability regime. The goal of this book is to problematize this development and PISA as an institution-building force in global education. It scrutinizes the role of PISA in the emerging regime of global educational governance and questions the presumption that the quality of a nation’s school system can be evaluated through a standardized assessment that is insensitive to the world’s vast cultural and institutional diversity. The book raises the question of whether PISA’s dominance in the global educational discourse runs the risk of engendering an unprecedented process of worldwide educational standardization for the sake of hitching schools more tightly to the bandwagon of economic efficiency, while sacrificing their role to prepare students for independent thinking and civic participation.
Handbook of Individual Differences in Reading
The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant compre...
Metacognition in Mathematics Education
For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance.
Metacognition in Science Education
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cuttin...
Metacognition, Self-Regulation and Writing
Students' difficulties in producing texts that meet the requirements of academic writing are a recurring concern for teaching staff and those responsible for university courses. Various initiatives are currently being taken, mainly at undergraduate level, to help students improve the quality of their writing. Research into metacognitive processes and the self-regulation of learning can be used to support the design of these writing support systems, particularly by providing a better understanding of the students' difficulties. This book reviews the concepts of metacognition and self-regulation in relation to writing processes. It analyses the metacognitive components involved in text production, their links with successful writing and their individual and contextual determinants. It completes this analysis by drawing on the teaching and assessment of writing in higher education. All of these elements are articulated around a multifactorial modeling of the learning and teaching of academic writing.
Level of Meta Cognition among Senior Secondary School Students in Relation to their Academic Streams
It is widely accepted that teaching skills are critically important in our technologically sophisticated world. Educators direct, plans, monitors, evaluate and reflects their instructional behavior and this can promote learners learning with understanding.
The Routledge International Handbook of Research on Teaching Thinking
The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses. Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examin...
