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Developmental cognitive science goes to school

Author: Nancy L Stein; Stephen W Raudenbush
Publisher: New York : Routledge, 2011.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:

Addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. This title presents evidence-based studies that describe  Read more...

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Genre/Form: Conference papers and proceedings
Congresses
Document Type: Book
All Authors / Contributors: Nancy L Stein; Stephen W Raudenbush
ISBN: 9780415988834 0415988837 9780415988841 0415988845 9780203837535 0203837533
OCLC Number: 640131600
Notes: "Based on a conference held in the Fall of 2007, in Chicago."
Description: xiii, 346 pages : illustrations ; 24 cm
Contents: Developmental and learning sciences z to school : an overview / Nancy L. Stein --
Part I. Reading, learning and teaching: --
Instructional influences on growth of early reading : individualizing student learning / Frederick J. Morrison and Carol M. Connor --
Literacies for learning : a multiple source comprehension illustration / Susan R. Goldman, Yasuhiro Ozuru, Jason L.G. Braasch, Flori H. Manning, Kimberly A. Lawless, Kimberley W. Gomez, and Michael J. Slanovits --
Constraints on learning from expository science texts / Jennifer Wiley and Christopher A. Sanchez --
Two challenges : teaching academic language and working productively with schools / Catherine E. Snow and Claire White --
Learning to remember : mothers and teachers talking with children / Peter A. Ornstein, Catherine A. Haden, and Jennifer L. Coffman --
Part II. Science and Learning: --
A theory of Coherence and complex learning in the physical sciences : what works (and what doesn't) / Nancy L. Stein, Marc W. Hernandez, and Florencia K. Anggoro --
Science classrooms as learning labs / Rochel Gelman and Kimberly Brenneman --
A research-based instructional model for integrating meaningful learning in elementary science and reading comprehension: Implications for policy and practice / Nancy R. Romance and Michael R. Vitale --
Children's Cognitive algebra and intuitive physics as foundations of early learning in the sciences / Friedrich Wilkening --
Learning Newtonian physics with conversational agents and interactive simulations / Arthur C. Graesser, Don Franceschetti, Barry Gholson, and Scotty Craig --
Part III. Mathematical Learning --
Emerging ability to determine size : use of measurement / Janellen Huttenlocher, Susan C. Levine, and Kristin R. Ratliff --
Number Development in context : variations in home and school input during the preschool years / Susan C. Levine, Elizabeth A. Gunderson, and Janellen Huttenlocher --
Analogy and classroom mathematics learning / Lindsey E. Richland --
Gestures in the mathematics classroom : what is the point? / Martha W. Alibali, Mitchell J. Nathan, and Yuka Fujimori --
Perceptual learning and adaptive learning technology : developing new approaches to mathematics learning in the classroom / Christine M. Massey, Philip J. Kellman Zipora Roth, and Timothy Burke --
Algebraic misconceptions : a test for teacher (and researcher) use for diagnosing misconceptions of the variable / Joan Lucariello and Michele Tine --
Towards instructional design for grounded mathematics learning: the case of the binomial / Dor Abrahamson --
Part IV. Theoretical and methodological concerns --
Linking cognitive and developmental research and theory to problems of educational practice : a consideration of agendas and issues / James W. Pellegrino --
The evolution of head start : why the combination of politics and science changed program management more than program design / Thomas D. Cook, Manyee Wong, and Vivian C. Wong --
Connecting developmental science to educational policy by studying classroom instruction / Stephen W. Raudenbush.
Responsibility: edited by Nancy L. Stein and Stephen W. Raudenbush.
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