Böcker i Educational Psychology Series-serien

Addresses the question of 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.

Pulls together diverse theoretical & methodological approaches to the origin, structure, function, & development of intuitive conceptions; explores these in a diversity of academic disciplines; explicitly links theory & research to educ. implications.

Richard E. Snow's final book, unfinished at his death in 1997, has been organized & completed by a panal of his colleagues. The book identifies questions that research should address to combine aptitude theory with theory of social & cognitive processes.

The book argues that the intellectual abilities that are crucial to modern life correspond to the cognitive functions that are reasonably called intelligence. These intellectual abilities are learnable and we have the knowledge to teach them directly.

This text shows how theories of intelligence can be directly applied by educators to the teaching of subject matter. The focus is not on modifying students' intelligence but on increasing their disciplinary knowledge and understanding.

Shows, in detail and with examples, how educational theory and research can be translated into practice. This book provides descriptions of successful strategies that have been used to bridge the gap among theory, research, and practice.

This volume presents coverage of theory and research on thinking, learning and cognitive styles. The central premise of this work is that cognitive, learning and thinking styles are not abilities, but rather preferences in the use of abilities.

The contributors to this book examine and reflect upon the impact of various technologies on human abilities, competencies and expertise.

Shows, in detail and with examples, how educational theory and research can be translated into practice. This book provides descriptions of successful strategies that have been used to bridge the gap among theory, research, and practice.

Robert J. Sternberg and David D. Preiss bring together different perspectives on understanding the impact of various technologies on human abilities, competencies, and expertise.

Taking a design research-based approach to a long-debated issue, the key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is important to effective functioning in the 21st century.

Puts forward and backs up the following argument: intellectual abilities crucial to modern life correspond to the cognitive functions labelled "intelligence"; these intellectual abilities are learnable; we know enough about the structure and mechanisms of thought and behaviour to teach them.

This volume describes the recent research that has examined specific theoretical aspects of metacognition in domains of direct relevance to education. It shows that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

Richard E. Snow's final book, unfinished at his death in 1997, has been organized and completed here by a panel of his colleagues. It identifies questions that research should address to combine aptitude theory with theory of social and cognitive processes.

Presents a picture of the field of intellectual styles, through describing, analyzing, and integrating the major theoretical and research works on the topic. This book describes nature, origins, historical development, theories, research, and applications of this field, and addresses three major controversial issues.

A study of bilingual young people who have been selected by their families to mediate communication between themselves and the outside world. It shows that these family interpreters perform at remarkably high levels of accomplishment when compared with others of their age.

Illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum.

This text introduces the subfield of "adult educational psychology" within educational psychology, which has traditionally focused on the childhood and adolescent school years. The topics explored include theoretical perspectives, problem-solving in adulthood and metacognitive knowledge.

Illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum.

Why should inquiry and interest-driven, life-long learning be a curricular imperative, and its presence a criterion for excellent education? This book presents various pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula.

The intuitive mind is a powerful force in the classroom and often an undetected one. This volume offers research-based information and support for teachers and others who seek to develop educational practices that recognize (and respond to) the intuitive conceptions of students and teachers.

Argues that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related..

This book presents the psychological basis, methodology, and application of Marton's phenomenographic approach to the theory of learning.

This volume presents coverage of theory and research on thinking, learning and cognitive styles. The central premise of this work is that cognitive, learning and thinking styles are not abilities, but rather preferences in the use of abilities.