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Contemporary Task-Based Language Learning and Teaching in Asia / / edited by Michael Thomas & Hayo Reinders
| Contemporary Task-Based Language Learning and Teaching in Asia / / edited by Michael Thomas & Hayo Reinders |
| Pubbl/distr/stampa | London ; ; New York : , : Bloomsbury Academic, , 2015 |
| Descrizione fisica | 1 online resource (417 p.) |
| Disciplina | 428.0071/05 |
| Collana | Contemporary studies in linguistics |
| Soggetto topico |
Cognitive learning
Competence and performance (Linguistics) Language and languages - Study and teaching - Asia Language policy - Asia Psycholinguistics Task analysis in education - Asia |
| ISBN |
1-4725-7223-8
1-350-20210-X 1-4742-1987-X 1-4725-7222-X |
| Classificazione | LAN009000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Machine generated contents note: -- Foreword, Professor David NunanIntroduction, Michael Thomas, University of Central Lancashire, UK. SECTION I: The SOUTH - EAST Asian Context: PHILOSOPHY AND IMPLEMENTATION1. Task-Based Language Teaching in the Asian Context: Where Are We Now and Where are We Going?, Chun Lai, University of Hong Kong, HK -- 2. Exploring Ways to Accommodate Task-based Language Teaching in Chinese Schools, Shaoqian Luo, The Chinese University of Hong Kong, HK & Yafu Gong, English Education Research Center, China -- 3. Bridging Task-Based Language Teaching and Communicative Language Teaching in Cambodia: A Case Study of an Integrated TBLT and CLT Program, Nicole Takeda, Bayon English Academy, Cambodia -- 4. Applications and Implications of TBLT in Thailand, Punchalee Wasansomsithi, Chulalongkorn University, Thailand.
SECTION II: FOCUSING ON THE LEARNER. 5. Empowering University Students For The Global Workplace: A Multi-Modal, Task-Based Project, Brad Blackstone, National University Singapore, Singapore & Radhika Jaidev, National University Singapore, Singapore -- 6. 'Old Wine in New Bottles': Two Case Studies of TBLT in Vietnam, Nguyen Gia Viet, Ha Tinh University, Vietnam & Le Van Canh, Vietnam National University, Vietnam & Roger Barnard, University of Waikato, New Zealand -- 7. TBLT in the Primary Schools of South China, Yuefeng Zhang, Hong Kong Institute of Education, HK -- 8. Tasks for language learners in Yangon, Daniel Sang, Starfish Language and Business, New Zealand & Marilyn Lewis, University of Auckland, New Zealand. SECTION III: TEACHERS' PERSPECTIVES. 9. Preparing for Tasks in Vietnamese EFL High School Classrooms: Teachers in Action, Bao Trang Thi Nguyen, Victoria University Wellington, New Zealand & Jonathan Newton, Victoria University Wellington, New Zealand & David Crabbe, Victoria University Wellington, New Zealand -- 10. Teachers' Perceived Difficulty in Implementing TBLT in China, Shaoqian Luo, The Chinese University of Hong Kong, HK -- 11. Gaining Acceptance of Task-Based Teaching During Malaysian Rural In Service Teacher Training, Stephen Hall, Sunway University, Malaysia. SECTION IV: TECHNOLOGY. 12. TBLT and Technology in an Asian Context: The Case of Japan, Michael Thomas, University of Central Lancashire, UK -- 13. Employing Online Chat to Resolve Task-based Activities: Using Online Chat to Promote Cultural Language Exchange with Taiwanese Learners, Mark Freiermuth, Gunma Prefectural Women's University, Japan -- 14. Language Learning Performance Using Engineering-based Tasks via Text Chat in Malaysia, Nik Aloesnita Nik Mohd Alwi, Universiti Malaysia Pahang, Malaysia. SECTION V: MATERIALS AND CURRICULUM DESIGN. 15. Contextually Framing Task-Based English Language Pedagogy: Vocational English Materials Development, Handoyo Puji Widodo, University of Adelaide, Australia -- 16. Materials Design for TBLT in Thailand: Balancing Process and Content, Pornapit Darasawang, King Mongkut's University of Technology Thonburi, Thailand & Wilaksana Srimavin, King Mongkut's University of Technology Thonburi, Thailand -- 17. The Effects of Input on Output-based L2 Tasks in a Japanese University Setting, Wataru Suzuki, University of Toronto, Canada & Nobuya Itagaki, University of Toronto, Canada -- 18. A Needs Analysis for a Korean Middle School EFL General English Curriculum, Moonyoung Park, Iowa State University, USA. SECTION VI: ASSESSMENT AND EVALUATION. 19. Task-based Assessment for Young Learners: Old Meets New Cultures, Yuko Goto Butler, University of Pennsylvania, USA & Wei Zeng, University of Pennsylvania, USA -- 20. Students' Perceptions of Task-based Language Teaching: An exploration of course Evaluation, Gusti Astika, Satya Wacana Universitya, IndonesiaCONCLUSION TBLT in Asia: Lessons for the Future, Hayo Reinders, Chulalongkorn University, Thailand. |
| Record Nr. | UNINA-9910808894003321 |
| London ; ; New York : , : Bloomsbury Academic, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Design research on learning and thinking in educational settings : enhancing intellectual growth and functioning / / edited by David Yun Dai
| Design research on learning and thinking in educational settings : enhancing intellectual growth and functioning / / edited by David Yun Dai |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2012 |
| Descrizione fisica | xi, 299 p. : ill |
| Disciplina | 370.15/2 |
| Altri autori (Persone) | DaiDavid Yun |
| Collana | The educational psychology series |
| Soggetto topico |
Cognitive learning
Learning, Psychology of Critical thinking - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-46128-5
9786613461285 1-136-95631-X 0-203-84957-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Issues, theories, and methods -- pt. 2. Models, tools, and pragmatics. |
| Record Nr. | UNINA-9910461325803321 |
| New York, N.Y. : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Design research on learning and thinking in educational settings : enhancing intellectual growth and functioning / / edited by David Yun Dai
| Design research on learning and thinking in educational settings : enhancing intellectual growth and functioning / / edited by David Yun Dai |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2012 |
| Descrizione fisica | xi, 299 p. : ill |
| Disciplina | 370.15/2 |
| Altri autori (Persone) | DaiDavid Yun |
| Collana | The educational psychology series |
| Soggetto topico |
Cognitive learning
Learning, Psychology of Critical thinking - Study and teaching |
| ISBN |
1-136-95630-1
1-283-46128-5 9786613461285 1-136-95631-X 0-203-84957-4 |
| Classificazione | EDU000000EDU009000EDU037000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Issues, theories, and methods -- pt. 2. Models, tools, and pragmatics. |
| Record Nr. | UNINA-9910790477803321 |
| New York, N.Y. : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Design research on learning and thinking in educational settings : enhancing intellectual growth and functioning / / edited by David Yun Dai
| Design research on learning and thinking in educational settings : enhancing intellectual growth and functioning / / edited by David Yun Dai |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2012 |
| Descrizione fisica | xi, 299 p. : ill |
| Disciplina | 370.15/2 |
| Altri autori (Persone) | DaiDavid Yun |
| Collana | The educational psychology series |
| Soggetto topico |
Cognitive learning
Learning, Psychology of Critical thinking - Study and teaching |
| ISBN |
1-136-95630-1
1-283-46128-5 9786613461285 1-136-95631-X 0-203-84957-4 |
| Classificazione | EDU000000EDU009000EDU037000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Issues, theories, and methods -- pt. 2. Models, tools, and pragmatics. |
| Record Nr. | UNINA-9910814095703321 |
| New York, N.Y. : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing effective library tutorials : a guide for accommodating multiple learning styles / / Lori S. Mestre
| Designing effective library tutorials : a guide for accommodating multiple learning styles / / Lori S. Mestre |
| Autore | Mestre Lori S |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Oxford : , : Chandos Publishing, , 2012 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 028.7 |
| Collana | Chandos information professional series |
| Soggetto topico |
Information retrieval
Information literacy - Study and teaching (Higher) Cognitive learning Library users - Effect of technological innovations on |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-78063-325-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Designing Effective Library Tutorials: A guide for accommodatingmultiple learning styles; Copyright; Contents; List of figures, tables and charts; Acknowledgements; About the author; Introduction: matching online learning and tutorial design with learning styles - the student perspective; Summary of chapters; References; 1 The learning styles debate: do we need to match up learning styles with presentation styles?; Introduction; Learning gains?; Are learning styles measurable?; Criticisms of tailoring instruction based on learning styles
Does knowing a student's learning style make teachers more effective?Should we match teaching style to the content being taught?; Solutions and compromises regardless of the controversy; Conclusion; References; 2 Overview of learning style theories and learning style results from the Mestre study; Introduction; Learning style models and inventories; Discussion; Conclusion; References; 3 The intersection of culture and learning styles; Introduction; Some examples of the relevance of culture and learning styles; Global and analytical learners; Culturally responsive instruction Suggestions for accommodating various cultural and learning stylesConclusion; References; 4 The need for learning object development; Introduction; Learning objects, web-based instruction, and tutorials; Benefits of learning objects; Tutorials for teaching faculty; Challenges of creating learning objects; Overview of the faculty's or librarian's role in creating tutorials; Access to existing tutorials; Students' perceptions of learning objects; Personalization; Conclusion; References; 5 Current practice: categories and features of library tutorials; Introduction Web-based tutorials with screenshotsNarrated PowerPoints; Tutorials created with screencasting software; Podcasting/vodcasting; Mobile applications; Videos; Montages; Conclusion; References; 6 Effective design of learning objects; Introduction; Involving the stakeholders; Designing for quality instruction; Developing goals and the design plan; The script; Navigation and consistency across tutorials; Designing for different ability levels; Other technical considerations; Accessibility; Assessment of the learning object; Conclusion; References; 7 Pedagogical considerations for tutorials IntroductionMeaningful content; Modular design; Cognitive science applied to instruction design; Models for integrating good pedagogy into tutorials; Getting help with integrating effective pedagogy in multimedia; Conclusion; References; 8 Interactivity options for tutorials; Introduction; What qualifies as being interactive?; Interactivity and active learning; Planning for interactivity; Interactive activities; Developing effective questions; Seeking help; Multimedia suggestions; Concerns about adding multimedia; Learning style considerations A checklist for considering multimedia interaction |
| Record Nr. | UNINA-9910461760903321 |
Mestre Lori S
|
||
| Oxford : , : Chandos Publishing, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing effective library tutorials : a guide for accommodating multiple learning styles / / Lori S. Mestre
| Designing effective library tutorials : a guide for accommodating multiple learning styles / / Lori S. Mestre |
| Autore | Mestre Lori S |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Oxford : , : Chandos Publishing, , 2012 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 028.7 |
| Collana | Chandos information professional series |
| Soggetto topico |
Information retrieval
Information literacy - Study and teaching (Higher) Cognitive learning Library users - Effect of technological innovations on |
| ISBN | 1-78063-325-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Designing Effective Library Tutorials: A guide for accommodatingmultiple learning styles; Copyright; Contents; List of figures, tables and charts; Acknowledgements; About the author; Introduction: matching online learning and tutorial design with learning styles - the student perspective; Summary of chapters; References; 1 The learning styles debate: do we need to match up learning styles with presentation styles?; Introduction; Learning gains?; Are learning styles measurable?; Criticisms of tailoring instruction based on learning styles
Does knowing a student's learning style make teachers more effective?Should we match teaching style to the content being taught?; Solutions and compromises regardless of the controversy; Conclusion; References; 2 Overview of learning style theories and learning style results from the Mestre study; Introduction; Learning style models and inventories; Discussion; Conclusion; References; 3 The intersection of culture and learning styles; Introduction; Some examples of the relevance of culture and learning styles; Global and analytical learners; Culturally responsive instruction Suggestions for accommodating various cultural and learning stylesConclusion; References; 4 The need for learning object development; Introduction; Learning objects, web-based instruction, and tutorials; Benefits of learning objects; Tutorials for teaching faculty; Challenges of creating learning objects; Overview of the faculty's or librarian's role in creating tutorials; Access to existing tutorials; Students' perceptions of learning objects; Personalization; Conclusion; References; 5 Current practice: categories and features of library tutorials; Introduction Web-based tutorials with screenshotsNarrated PowerPoints; Tutorials created with screencasting software; Podcasting/vodcasting; Mobile applications; Videos; Montages; Conclusion; References; 6 Effective design of learning objects; Introduction; Involving the stakeholders; Designing for quality instruction; Developing goals and the design plan; The script; Navigation and consistency across tutorials; Designing for different ability levels; Other technical considerations; Accessibility; Assessment of the learning object; Conclusion; References; 7 Pedagogical considerations for tutorials IntroductionMeaningful content; Modular design; Cognitive science applied to instruction design; Models for integrating good pedagogy into tutorials; Getting help with integrating effective pedagogy in multimedia; Conclusion; References; 8 Interactivity options for tutorials; Introduction; What qualifies as being interactive?; Interactivity and active learning; Planning for interactivity; Interactive activities; Developing effective questions; Seeking help; Multimedia suggestions; Concerns about adding multimedia; Learning style considerations A checklist for considering multimedia interaction |
| Record Nr. | UNINA-9910785922103321 |
|
Mestre Lori S
|
||
| Oxford : , : Chandos Publishing, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing effective library tutorials : a guide for accommodating multiple learning styles / / Lori S. Mestre
| Designing effective library tutorials : a guide for accommodating multiple learning styles / / Lori S. Mestre |
| Autore | Mestre Lori S |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Oxford : , : Chandos Publishing, , 2012 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 028.7 |
| Collana | Chandos information professional series |
| Soggetto topico |
Information retrieval
Information literacy - Study and teaching (Higher) Cognitive learning Library users - Effect of technological innovations on |
| ISBN | 1-78063-325-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Designing Effective Library Tutorials: A guide for accommodatingmultiple learning styles; Copyright; Contents; List of figures, tables and charts; Acknowledgements; About the author; Introduction: matching online learning and tutorial design with learning styles - the student perspective; Summary of chapters; References; 1 The learning styles debate: do we need to match up learning styles with presentation styles?; Introduction; Learning gains?; Are learning styles measurable?; Criticisms of tailoring instruction based on learning styles
Does knowing a student's learning style make teachers more effective?Should we match teaching style to the content being taught?; Solutions and compromises regardless of the controversy; Conclusion; References; 2 Overview of learning style theories and learning style results from the Mestre study; Introduction; Learning style models and inventories; Discussion; Conclusion; References; 3 The intersection of culture and learning styles; Introduction; Some examples of the relevance of culture and learning styles; Global and analytical learners; Culturally responsive instruction Suggestions for accommodating various cultural and learning stylesConclusion; References; 4 The need for learning object development; Introduction; Learning objects, web-based instruction, and tutorials; Benefits of learning objects; Tutorials for teaching faculty; Challenges of creating learning objects; Overview of the faculty's or librarian's role in creating tutorials; Access to existing tutorials; Students' perceptions of learning objects; Personalization; Conclusion; References; 5 Current practice: categories and features of library tutorials; Introduction Web-based tutorials with screenshotsNarrated PowerPoints; Tutorials created with screencasting software; Podcasting/vodcasting; Mobile applications; Videos; Montages; Conclusion; References; 6 Effective design of learning objects; Introduction; Involving the stakeholders; Designing for quality instruction; Developing goals and the design plan; The script; Navigation and consistency across tutorials; Designing for different ability levels; Other technical considerations; Accessibility; Assessment of the learning object; Conclusion; References; 7 Pedagogical considerations for tutorials IntroductionMeaningful content; Modular design; Cognitive science applied to instruction design; Models for integrating good pedagogy into tutorials; Getting help with integrating effective pedagogy in multimedia; Conclusion; References; 8 Interactivity options for tutorials; Introduction; What qualifies as being interactive?; Interactivity and active learning; Planning for interactivity; Interactive activities; Developing effective questions; Seeking help; Multimedia suggestions; Concerns about adding multimedia; Learning style considerations A checklist for considering multimedia interaction |
| Record Nr. | UNINA-9910820596903321 |
|
Mestre Lori S
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| Oxford : , : Chandos Publishing, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing metacognitive teaching strategies through lesson study / / Eric C.K. Cheng, Joanna K.M. Chan
| Developing metacognitive teaching strategies through lesson study / / Eric C.K. Cheng, Joanna K.M. Chan |
| Autore | Cheng Eric C. K. |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (86 pages) |
| Disciplina | 370.1523 |
| Soggetto topico |
Cognitive learning
Metacognició Estratègies d'aprenentatge Lliçons |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-5569-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Contents -- 1 Curriculum for Nurturing Self-regulating Competencies -- 1.1 Impacts of Industry 4.0 on Education -- 1.2 Competency-Based Curriculum for Developing 21st Century Skills -- 1.3 Implementation of a Competency-Based Curriculum -- 1.4 Self-regulation as an Intended Learning Outcome -- 1.5 Summary -- References -- 2 Metacognition and Metacognitive Learning -- 2.1 What is Metacognition? -- 2.2 Cognitive and Metacognitive Learning Strategies -- 2.3 Theoretical Models of Metacognition -- 2.3.1 Flavell's Model (1979) of Cognitive Monitoring -- 2.3.2 Brown's Model (1987) of Metacognitive Knowledge and Regulation -- 2.3.3 Schraw's Model (1994) of Metacognition -- 2.4 Why is Metacognitive Learning Important? -- 2.4.1 Metacognition Enhances 21st Century Skills -- 2.4.2 Metacognition Improves Academic Achievements -- 2.5 Measuring Metacognition -- 2.5.1 Metacognitive Awareness Inventory (MAI) -- 2.5.2 A Study of Metacognition and Academic Results -- 2.6 Metacognitive Teaching -- 2.7 Summary -- References -- 3 Crafting Metacognitive Teaching Strategies Through Lesson Study -- 3.1 Knowledgeable Platform for Metacognitive Teaching -- 3.1.1 Lesson Study as a Platform for Knowledgeable Others -- 3.1.2 Lesson Study for Crafting Self-regulated Learning Pedagogies -- 3.1.3 Lesson Study as a Knowledge Creation Platform -- 3.2 A Case Study -- 3.2.1 SRL as a Major Concern in Schools (Vision and Leadership) -- 3.2.2 Using Lesson Study to Develop SRL (Knowledge Acquisition) -- 3.2.3 Socialisation of Metacognitive Pedagogies -- 3.2.4 Lesson Study Case for Liberal Studies -- 3.2.5 Combination of Knowledge -- 3.2.6 Internalisation of the Metacognitive Pedagogies -- 3.3 Summary -- References -- 4 Crafting of Metacognitive Teaching Strategies Through Learning Study -- 4.1 Learning Study -- 4.2 Variation Theory -- 4.3 Learning Study Case.
4.3.1 Select Enzymes as the Topic -- 4.3.2 Setting Object of Learning -- 4.3.3 Diagnosing Students' Learning Difficulties -- 4.3.4 Confirming the Object of Learning and Critical Feature -- 4.3.5 Ideas in the Lesson Planning -- 4.3.6 Lesson Implementation of Cycle 1 and Cycle 2 -- 4.3.7 Evaluating the Learning Outcomes -- 4.4 Conclusion -- 4.4.1 Metacognitive Questions Broaden the Shared Space of Learning -- 4.4.2 Constructive Approach Facilitates the Changing of "Seeing" -- 4.4.3 Visualising a Pattern of Variation Facilitates the Discernment of Sameness and Difference -- 4.4.4 Suggestions for Improvement -- References -- 5 Internalisation of Metacognitive Teaching Through Lesson Study -- 5.1 Introduction -- 5.1.1 Explicit Teaching -- 5.1.2 Promoting Metacognitive Language -- 5.1.3 Modeling and Thinking-Aloud -- 5.1.4 Questioning, Prompts and Probes -- 5.1.5 Graphic Organisers -- 5.1.6 K-W-L Chart -- 5.1.7 Guiding Questions for Co-Operative Learning -- 5.1.8 Reciprocal Teaching -- 5.1.9 Reflective Learning -- 5.2 Instructional Design for Metacognitive Teaching -- 5.2.1 The Five Principles for Scaffolding Metacognitive Lessons -- 5.2.2 Pre-service Teachers' Perceptions of Their Changes -- 5.3 How Do Lesson and Learning Studies Benefit from Knowledgeable Others? -- 5.3.1 Lesson Study as Collaborative Action Research -- 5.3.2 Lesson Study as Communities of Practice -- 5.3.3 Organisational Learning Culture for Lesson Study -- 5.4 Conclusion -- References. |
| Record Nr. | UNINA-9910502991603321 |
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Cheng Eric C. K.
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush
| Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) |
RaudenbushStephen W
SteinNancy L |
| Soggetto topico |
Cognitive learning
Science - Study and teaching Mathematics - Study and teaching Content area reading |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-415-98884-5
0-203-83753-3 1-136-87122-5 1-136-87123-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Developmental Cognitive Science Goes to School; Title Page ; Copyright Page ; Dedication; Table of Contents ; Preface ; Acknowledgments ; 1 Developmental and Learning Sciences z to School: An Overview ; Part I Reading, Learning, and Teaching ; 2 Instructional Influences on Growth of Early Reading: Individualizing Student Learning ; 3 Literacies for Learning: A Multiple Source Comprehension Illustration ; 4 Constraints on Learning from Expository Science Texts ; 5 Two Challenges: Teaching Academic Language and Working Productively with Schools
6 Learning to Remember: Mothers and Teachers Talking with Children Part II Science and Learning ; 7 A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) ; 8 Science Classrooms as Learning Labs ; 9 A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice ; 10 Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences ; 11 Learning Newtonian Physics with Conversational Agents and Interactive Simulations Part III Mathematical Learning 12 Emerging Ability to Determine Size: Use of Measurement ; 13 Number Development in Context: Variations in Home and School Input During the Preschool Years ; 14 Analogy and Classroom Mathematics Learning ; 15 Gestures in the Mathematics Classroom: What's the Point? ; 16 Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom ; 17 Algebraic Misconceptions: A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the Variable 18 Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial Part IV Theoretical and Methodological Concerns ; 19 Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues ; 20 The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design ; 21 Connecting Developmental Science to Educational Policy by Studying Classroom Instruction ; Volume Contributors ; Index |
| Record Nr. | UNINA-9910452616403321 |
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush
| Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) |
RaudenbushStephen W
SteinNancy L |
| Soggetto topico |
Cognitive learning
Science - Study and teaching Mathematics - Study and teaching Content area reading |
| ISBN |
0-415-98884-5
0-203-83753-3 1-136-87122-5 1-136-87123-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Developmental Cognitive Science Goes to School; Title Page ; Copyright Page ; Dedication; Table of Contents ; Preface ; Acknowledgments ; 1 Developmental and Learning Sciences z to School: An Overview ; Part I Reading, Learning, and Teaching ; 2 Instructional Influences on Growth of Early Reading: Individualizing Student Learning ; 3 Literacies for Learning: A Multiple Source Comprehension Illustration ; 4 Constraints on Learning from Expository Science Texts ; 5 Two Challenges: Teaching Academic Language and Working Productively with Schools
6 Learning to Remember: Mothers and Teachers Talking with Children Part II Science and Learning ; 7 A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) ; 8 Science Classrooms as Learning Labs ; 9 A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice ; 10 Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences ; 11 Learning Newtonian Physics with Conversational Agents and Interactive Simulations Part III Mathematical Learning 12 Emerging Ability to Determine Size: Use of Measurement ; 13 Number Development in Context: Variations in Home and School Input During the Preschool Years ; 14 Analogy and Classroom Mathematics Learning ; 15 Gestures in the Mathematics Classroom: What's the Point? ; 16 Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom ; 17 Algebraic Misconceptions: A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the Variable 18 Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial Part IV Theoretical and Methodological Concerns ; 19 Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues ; 20 The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design ; 21 Connecting Developmental Science to Educational Policy by Studying Classroom Instruction ; Volume Contributors ; Index |
| Record Nr. | UNINA-9910790580403321 |
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
Cognitive learning
(148)
- Learning, Psychology of (29)
- Psycholinguistics (18)
- Effective teaching (16)
- Second language acquisition (10)