Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Handbook of Writing Research
Presents a collection of essays discussing the theories and models of writing research.
Revision Cognitive and Instructional Processes
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in...
Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology
This volume tells the story of research on the cognitive processes of writing—from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. Writing processes yield important insights into human cognition, and is increasingly becoming a mainstream topic of investigation in cognitive psychology and cognitive neuroscience. Technological advances have made it possible to study cognitive writing processes as writing unfolds in real time. This book provides an introduction to these technologies. The first part of the volume provides the historical context for the significance of writing research for contemporary cognitive psychology and hono...
Reconsidering Conceptual Change: Issues in Theory and Practice
This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
Writing as a Learning Tool
This book is an outstanding account of the current state of using writing in service of learning. It presents psychological and educational foundations of writing across the curriculum movement and describes writing-to-learn practices implemented at different levels of education. It provides concrete applications and ideas about how to enhance student learning by means of writing. It is useful for educators, curriculum developers, psychologists, cognitive scientists, writing researchers, and teachers.
Quality Research in Literacy and Science Education
Statistical models attempt to describe and quantify relationships between variables. In the models presented in this chapter, there is a response variable (sometimes called dependent variable) and at least one predictor variable (sometimes called independent or explanatory variable). When investigating a possible cause-and-effect type of relationship, the response variable is the putative effect and the predictors are the hypothesized causes. Typically, there is a main predictor variable of interest; other predictors in the model are called covariates. Unknown covariates or other independent variables not controlled in an experiment or analysis can affect the dependent or outcome variable an...
Writing Instruction and Intervention for Struggling Writers
Writing is a challenging task for many children. To address this issue, many educational researchers advocate for schools to implement a multi-tiered systems of support (MTSS) model where struggling writers can be detected as early as kindergarten and provided with intervention programming to improve their skills and hopefully not need long-term placement in special education. Traditionally, schools have employed the wait-to-fail model where children were offered the opportunity to learn to read, write, and do math in the first few years of elementary school; if they still struggled at the end of third grade (age eight), then they would be assessed for special education. The problem with thi...
Reflective Thinking in Educational Settings
This volume examines the role that culture plays in the acquisition of cognitive, linguistic, and social skills. Taking reflective thinking as a central analytical concept, the contributors investigate the role of personal reflection in a series of mental activities, including the creation of social relationships, the creation of a mental narrative to make sense of events, and metacognition. These three types of cognition are usually conceived of as separate research fields. Metarepresentation and Narrative in Educational Settings draws these discrete subfields into dialogue, exploring the connections and interplay among them. This approach yields insight into a range of topics, including language acquisition, cognitive processes, Theory of Mind, cross-cultural interaction, and social development. The volume also outlines the implications of these findings in terms of further research and possible social policy initiatives.
Moral Courage and the Normative Professionalism of Teachers
In the past two decades there has been a growing concern in politics and schools to pay more attention to norms and values. Teachers and schools are confronted with normative problems, school violence and students who sometimes seem to have lost their way when it comes to norms and values. Teachers play a crucial and exemplary role in the process of developing students’ awareness of norms and values in school and in society as a whole. This is a complex process that requires a great deal of moral courage of teachers. Confronted with an increase in the number of pedagogical duties the question arises what the teachers’ view is on their normative professionalism. The concept of teaching as...
