Toward the Practice of theory-based Instruction: Current Cognitive theories and their Educational Promise

by Anne McKeough (Editor), Judy Lee Lupart (Editor)

Overview

This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition — socio- cultural, information processing, and neo-Piagetian approaches — discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.

Product Details

ISBN-13:	9780805807738
Publisher:	Taylor & Francis
Publication date:	05/01/1991
Edition description:	New Edition
Pages:	208
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Edited by Anne McKeough, Judy Lee Lupart

Table of Contents

Contents: A. McKeough, Three Perspectives on Learning and Instruction. D.R. Olson, Children's Understanding of Text and Interpretation. J.V. Wertsch, The Problem of Meaning in a Sociocultural Approach to Mind. A. Sullivan Palincsar, Scaffolded Instruction of Listening Comprehension With First Graders at Risk for Academic Difficulty. B.Y.L. Wong, Three Conceptual Perspectives on the Connections Between Reading and Writing Processes. R.J. Sternberg, A Triarchic Model For Teaching Intellectual Skills. R. Case, A Developmental Approach to the Design of Remedial Instruction. J.L. Lupart, A Theory, By Any Educational Perspective, Is Still A Theory.

Editorial Reviews

"...an attractive source of supplemental readings for an advanced course in educational psychology or related topics....an excellent editorial effort."
—Contemporary Psychology

From the Publisher