LEADER 05283nam 2200661Ia 450 001 9910458430703321 005 20200520144314.0 010 $a1-281-03350-2 010 $a9786611033507 010 $a0-08-053293-4 035 $a(CKB)1000000000385010 035 $a(EBL)317048 035 $a(OCoLC)476109694 035 $a(SSID)ssj0000167047 035 $a(PQKBManifestationID)12001933 035 $a(PQKBTitleCode)TC0000167047 035 $a(PQKBWorkID)10169943 035 $a(PQKB)10075869 035 $a(MiAaPQ)EBC317048 035 $a(Au-PeEL)EBL317048 035 $a(CaPaEBR)ebr10206362 035 $a(CaONFJC)MIL103350 035 $a(EXLCZ)991000000000385010 100 $a19960430d1997 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHandbook of academic learning$b[electronic resource] $econstruction of knowledge /$fedited by Gary D. Phye 210 $aSan Diego $cAcademic Press$dc1997 215 $a1 online resource (633 p.) 225 1 $aThe educational psychology series 300 $aDescription based upon print version of record. 311 $a0-12-554255-0 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Handbook of Academic Learning: Construction of Knowledge; Copyright Page; Contents; Contributors; Preface; PART 1: Academic Learning: Perspectives, Theory, and Models; CHAPTER 1. THE SOCIAL CONSTRUCTION OF LEARNING; Introduction; Functional Psychology; Behaviorism; Cognitivism; Situated Learning; Conclusions; References; CHAPTER 2. LEARNING AND REMEMBERING: THE BASIS FOR PERSONAL KNOWLEDGE CONSTRUCTION; Theory and Practice; Classroom Learning; Personal Knowledge Construction; Remembering; Remembering and Academic Problem Solving; Developing a Problem-Solving Environment 327 $aPromoting Personal Knowledge ConstructionReferences; CHAPTER 3. SCHOOL LEARNING AND MOTIVATION; Perspectives on Motivation; Overview of the Model; Teacher-Directed Interventions; Student Self-Regulation Strategies; Summary; References; CHAPTER 4. SELF-REGULATORY DIMENSIONS OF ACADEMIC LEARNING AND MOTIVATION; Self-Regulation of Achievers and Underachievers; Dimensions of Academic Self-Regulation; Research on Self-Regulatory Beliefs and Processes; Conclusion; References; CHAPTER 5. CONSTRUCTING THE CONCEPT OF APTITUDE: IMPLICATIONS FOR THE ASSESSMENT OF ANALOGICAL REASONING 327 $aChanging Conceptualization of AptitudeCurrent Approaches to the Assessment of Analogical Reasoning; New Directions in Assessing Analogical Reasoning; Conclusion; References; PART II: Teaching ""How to Learn"" within Domains; CHAPTER 6. ELEMENTARY READING INSTRUCTION; Excellent Reading as Constructively Responsive Reading; The Information Processing Components That Interact to Produce Constructively Responsive Reading; Emergent Reading during the Preschool Years: Promoting the Development of Language Competence 327 $aPhonemic Awareness: An Important Metalinguistic Competence That Can Be Developed through Instruction during Kindergarten and Grade 1Experimental Research on Primary-Grades Instruction: Whole Language versus Explicit Teaching of Decoding; Comprehension Strategies Instruction; What Excellent Elementary Literacy Teachers Do; Primary-Grades Teaching; Grade 5 Instruction; Summary; Postscript for the Elementary Years; References; CHAPTER 7. A COGNITIVE PERSPECTIVE ON THE ASSESSMENT, DIAGNOSIS, AND REMEDIATION OF READING SKILLS 327 $aAn Overview of the LATAS Model of Assessment and Educational InterventionThe Theoretical Underpinnings of the LATAS Diagnoses and Interventions; Five Characteristics of Teacher-Useful Reading Diagnosis and Remediation; The Results of Instructional Interventions Based on LATAS Assessments; Other Intervention Strategies Used at LATAS; User-Friendly Properties of the LATAS Procedures; Final Comments; References; CHAPTER 8. PSYCHOLOGICAL FOUNDATIONS OF ELEMENTARY WRITING INSTRUCTION; Endogenous Development; Exogenous Learning; Functionalism; Dialectical Constructivism 327 $aAn Eclectic Approach to Elementary Writing Instruction 330 $aThe Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and ho 410 0$aEducational psychology. 606 $aConstructivism (Education) 606 $aLearning, Psychology of 608 $aElectronic books. 615 0$aConstructivism (Education) 615 0$aLearning, Psychology of. 676 $a370.15/23 701 $aPhye$b Gary D$0939888 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458430703321 996 $aHandbook of academic learning$92119107 997 $aUNINA