Written for doctoral-level courses in educational psychology, this text summarizes and explains the research that professional educators, researchers and policy makers should be familiar with. Sound educational decision making and the planning of future research is emphasized, highlighting how cognitive processes, world knowledge, metacognition and motivation contribute to comtemporary education and educational reform. Cognition and instruction are covered in detail, especially with respect to the teaching of mathematics, science, reading and writing. This text covers the new biology that educators should also be aware of. The researchers and theorists cited are discussed in this volume, with their contibutions covered in ways that relate their work to informed educational decision making. Suggestions for next steps are integrated throughout this book. This text is appropriate for anyone attempting to develop a research programme.Recall the idea introduced in Chapter 10 that total time matters with respect to learning. ... A potential solution is to provide supplemental instruction that is more on the order of peer .cooperative groups than formal tutoring from a professor. ... and answers; to ask relevant questions; and to encourage students to work cooperatively in solving chemistry problemsaquot; (p. 147) ... Basili and Sanford (1991) found that there were good and poor cooperative group leaders, with conceptual changeanbsp;...
|Title||:||Advanced Educational Psychology for Educators, Researchers, and Policymakers|
|Author||:||Michael Pressley, Christine McCormick|
|Publisher||:||Harpercollins College Division - 1995|