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Aptitude, Learning, and Instruction
Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.
Improving Inquiry in Social Science
This volume celebrates Lee J. Cronbach's considerable contributions to the methodology of social and behavioral science. Comprised of chapters written by colleagues and contemporaries of the highly influential scholar, it offers a range of ideas, perspectives, and new approaches to improving social science inquiry.
General history
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No More Gallant a Deed
It went on to take part in every significant battle in the war in the East from 1861 to 1864. In remarkable detail, Wright describes the fighting at Bull Run, the Peninsula Campaign, Antietam, Fredericksburg, Gettysburg, the New York draft riots, and Bristoe Station. The most grueling battle for the First was Gettysburg. Detached from the main body of its regiment, Company F missed the bloody fighting on July 2 when the First lost 82 percent of its men in a suicidal attack. But the next day, Company F and the remnant of the First helped stop Pickett's Charge. The First's sacrifice inspired Gen.
The Role of Constructs in Psychological and Educational Measurement
Contributors to the volume represent an international "who's who" of research scientists from the fields of psychology and measurement. It offers the insights of these leading authorities regarding cognition and personality. In particular, they address the roles of constructs and values in clarifying the theoretical and empirical work in these fields, as well as their relation to educational assessment. It is intended for professionals and students in psychology and assessment, and almost anyone doing research in cognition and personality.
Advancing Human Assessment
This book is open access under a CC BY-NC 2.5 license. This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of ...
Pale Horse at Plum Run
The First Minnesota Regiment's heroic sacrifices at Gettysburg on July 2, 1863, stopped a furious rebel assault and saved the day for the Union. Nearly 70 percent of the unit's men were killed or wounded. The men who escaped played a pivotal role the next afternoon in rebuffing Pickett's Charge, the last, doomed charge of Confederate troops. Emerging from the chaos of battle, first-hand reports contradicted each other, leaving the historical investigator to ask, what really happened that day at Plum Run? Through painstaking research of eyewitness reports and official records, Brian Leehan constructs a detailed study of a single regiment at a crucial moment in American history, and he tells the story of a remarkable band of soldiers. Book jacket.
Design Research on Learning and Thinking in Educational Settings
The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically: How can specific domains or subject matters be taught for broad intellectual development? How can technology be integrated in enhancing human functioning? How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.
