ISBN-10:
0131591231
ISBN-13:
2900131591232
Pub. Date:
08/29/2008
Publisher:
Pearson
Learning and Instruction: Theory into Practice / Edition 6

Learning and Instruction: Theory into Practice / Edition 6

by Margaret E. Gredler

Hardcover

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Overview

Learning and Instruction: Theory into Practice / Edition 6

Learning and Instruction contains comprehensive coverage of all learning theory perspectives from behavioral to cognitive to social constructivist. Gredler's text takes a models approach by presenting separate chapters on individual theories and perspectives such as Piaget, Weiner, and Bandura.

  • Each major theory chapter now contains a new section titled "Relationships to Other Perspectives" that compares and contrasts each perspective with other theories of learning.
  • This edition now includes a current examination of neuroscience's contributions to learning theories.
  • The new Chapter 10 clarifies the concepts in Vygotsky's theory, specifically the role of the teacher and subject matter learning in cognitive development.
  • The text very clearly translates basic assumptions and principles into understandable guidelines for classroom instruction.

Product Details

ISBN-13: 2900131591232
Publisher: Pearson
Publication date: 08/29/2008
Series: Pearson Custom Education Series
Edition description: New Edition
Pages: 480
Product dimensions: 7.40(w) x 9.30(h) x 0.90(d)

Read an Excerpt

PREFACE:

Preface

Against the tapestry of changing educational and social events, theories of learning continue to address the complexities of human learning and cognitive development. Rapid popularity of a theory, typically followed by misinterpretations, is sometimes followed by corrected perceptions and, as the theory matures, a legacy of one or more major concepts that enter the mainstream of educational thought. New in this edition are current applications of classical conditioning and Gestalt psychology, new developments in contemporary theories, and similarities and differences between each theory and other perspectives. In addition, the concepts in Vygotsky's theory are clarified, particularly the role of the teacher and subject-matter learning in cognitive development.

I would like to thank the following individuals for their review of this edition: Kay W Allen, University of Central Florida; Michael Bloch, University of San Francisco; Michael T. Dealy, New York University; and Fernando Hernandez, California State University, Los Angeles. In addition, I would like to thank the reviewers of the previous edition, Joyce Alexander, Indiana University; Scott W Brown, University of Connecticut; and Michael J. Wavering, University of Arkansas–Fayetteville, for their helpful comments.

Margaret E. Gredler

Table of Contents

I. INTRODUCTION.

1. The Role of Theory in Learning and Instruction.
2. Early Behaviorist Theories.
3. Gestalt Psychology: The Cognitive Perspective.
4. Learning and Instruction.

II. LEARNING-PROCESS THEORIES.

5. B. F. Skinner's Operant Conditioning.
6. Robert Gagné's Conditions of Learning.
7. Cognitive Perspectives: I. The Processing of Information.
8. Cognitive Perspectives: II. Metacognition and Problem Solving.

III. COGNITIVE-DEVELOPMENT THEORIES.

9. Jean Piaget's Cognitive-Development Theory.
10. Lev S. Vygotsky's Cultural-Historical Theory of Psychological Development.

IV. SOCIAL-CONTEXT THEORIES.

11. Albert Bandura's Social-Cognitive Learning Theory.
12. Bernard Weiner's Attribution Theory.
Glossary.
Name Index.
Subject Index.

Preface

PREFACE:

Preface

Against the tapestry of changing educational and social events, theories of learning continue to address the complexities of human learning and cognitive development. Rapid popularity of a theory, typically followed by misinterpretations, is sometimes followed by corrected perceptions and, as the theory matures, a legacy of one or more major concepts that enter the mainstream of educational thought. New in this edition are current applications of classical conditioning and Gestalt psychology, new developments in contemporary theories, and similarities and differences between each theory and other perspectives. In addition, the concepts in Vygotsky's theory are clarified, particularly the role of the teacher and subject-matter learning in cognitive development.

I would like to thank the following individuals for their review of this edition: Kay W Allen, University of Central Florida; Michael Bloch, University of San Francisco; Michael T. Dealy, New York University; and Fernando Hernandez, California State University, Los Angeles. In addition, I would like to thank the reviewers of the previous edition, Joyce Alexander, Indiana University; Scott W Brown, University of Connecticut; and Michael J. Wavering, University of Arkansas–Fayetteville, for their helpful comments.

Margaret E. Gredler

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