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E-grāmata: Learning and Motivation in the Classroom

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Edited by (University of Michigan/Ann Arbor), Edited by (University of Michigan, USA), Edited by
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Throughout the twentieth century there had been substantial links between scientific psychology and education. Binet, Dewey, Thorndike, and other early pioneers were strongly interested in both realms. Taking advantage of a period of enthusiasm, this title, originally published in 1983, looks at the amalgamation of the recent advances at the time in theory and research in education and psychology, with a particular focus on cognition, motivation and social policy. This volume presents and discusses the implications of this work on learning and motivation for educational policy.

Preface ix
PART I INSTRUCTIONAL ISSUES
1 Toward a Cognitive Theory of Instruction
5(34)
Lauren B. Resnick
A Brief History of Psychological Theories of Instruction
6(6)
Cognitive Task Analysis: New Definitions of Capabilities to be Developed Through Instruction
12(12)
Cognitive Theories of Acquisition
24(6)
A Cognitive Theory of Intervention
30(4)
Conclusion
34(1)
References
35(4)
2 In Search of a Model of Instructional Research in Reading
39(22)
P. David Pearson
Rob Tierney
A Plan for Discovering a Model of Reading Instruction
40(1)
Extrapolations from General Theories of Reading
41(4)
Extrapolations from Existing Practice
45(2)
Process---Product Research
47(1)
Program Evaluations
48(3)
KEEP
51(1)
Instructional Experiments
52(4)
Have we found a Model of Reading Instruction?
56(2)
References
58(3)
3 Child as Coinvestigator: Helping Children Gain Insight into their own Mental Processes
61(22)
Marlene Scardamalia
Carl Bereiter
Where Cognitive Inquiry may Help
63(3)
Open Inquiry
66(8)
Model-Based Inquiry
74(4)
Conclusion
78(2)
References
80(3)
4 Forms of Understanding in Mathematical Problem Solving
83(30)
James G. Greeno
Structural Understanding
86(12)
Understanding a General Formal Principle
98(9)
Conclusions
107(3)
References
110(3)
5 Investigating and Applying Developmental Psychology in the Science Classroom
113(26)
Anton E. Lawson
Initial Studies of the Development of Advanced Reasoning
113(3)
Do High School Science Courses Help Students Develop Intellectually?
116(1)
Can Advanced Reasoning be Taught?
117(3)
A Further Attempt to Teach an Advanced Reasoning Ability
120(4)
Teaching Advanced Reasoning in the Science Classroom
124(3)
Who will Profit from Instruction in Reasoning and Who will not?
127(2)
Do Advances in Reasoning Generalize Beyond the Science Classroom?
129(1)
Statistical Relationship with Academic Achievement
129(2)
The Confounding with Intelligence
131(1)
Partialling out Fluid Intelligence
132(1)
Correlation or Causality?
133(1)
References
133(6)
PART II MOTIVATION AND ACHIEVEMENT
6 Motivated Cognitions
139(26)
Martin V. Covington
References
160(5)
7 Some Thoughts about Feelings
165(1)
Bernard Weiner
Causal Attributions
166(2)
Affective Reactions to Causal Ascriptions
168(2)
Pity, Anger, and Guilt
170(3)
Affects as Cues Guiding Self-Perception
173(4)
References
177(2)
8 On Doing Well In Science: Why Johnny No Longer Excels; Why Sarah Never Did
179(32)
Martin L. Maehr
Two Quick Solutions
182(3)
A Third Solution
185(1)
A Broad Framework for Studying Motivation and Achievement in Science
186(3)
On the Meaning of Achievement
189(2)
A Focus on Goals
191(8)
Applications to Science Achievement
199(6)
Conclusion
205(1)
References
206(5)
9 Conceptions of Ability and Achievement Motivation: A Theory and Its Implications for Education
211(28)
John G. Nicholls
Conceptions of Ability and Task- versus Ego-Involvement
211(12)
Sustaining Task-Involvement
223(8)
Concluding Cautions
231(2)
References
233(6)
10 Children's Theories of Intelligence: Consequences for Learning
239(20)
Carol S. Dweck
Janine Bempechat
Patterns of Performance in Achievement Situations
240(3)
Children's Theories of Intelligence
243(11)
References
254(5)
PART III EDUCATION AND PUBLIC POLICY
11 Intellectually Talented Students: The Key is Curricular Flexibility
259(24)
Julian C. Stanley
Camilla P. Benbow
References
278(5)
12 Fostering Student Learning and Motivation in the Elementary School Classroom
283(24)
Jere E. Brophy
Teacher Behavior and Student Learning
284(8)
Teacher Behavior and Student Motivation to Learn
292(10)
Conclusion
302(1)
References
302(5)
13 Social Science and Social Policy: A Role for Universities
307(14)
Morton W. Weir
References
319(2)
Author Index 321(10)
Subject Index 331
Scott G. Paris, Gary M. Olson, Harold W. Stevenson
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