Author: Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 50
Book Description
Twenty-five Years of Progress in Education
Author: Cognition and Instruction
Author: Sharon M. CarverPublisher: Psychology Press
ISBN: 1135648980
Category : Psychology
Languages : en
Pages : 536
Book Description
This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.
Twenty-five Years of Progress
Author: Empire Trust CompanyTwenty-five Years of Progress
Author: Erwin R. GoldfieldDevelopment of Societies: The Next Twenty-Five Years
Author: Institute of Social StudiesPublisher: Springer Science & Business Media
ISBN: 1461339529
Category : Social Science
Languages : en
Pages : 317
Book Description
This volume is the product of a conference on the theme 'Development - the Next Twenty-five Years' which the Institute of Social Studies held in Decem ber 1977 to mark its own twenty-fifth anniversaryas a centre of development studies. We felt it appropriate at that point in time to caU together specialists from all over the world in an attempt to assess the 'state of play' in our field as we move into the last quarter of the twentieth century. 1 For several days, therefore, the Institute's new building house d a remarkable concentration of knowledge and experience concerning the problems of the so-calle d less developed countries, drawn from all over the world. Although it was inevitable that the participants should represent the past (and it was several times re marked that, in that sense, there were too few women present), the earnest and sometimes heated discussions looked to the future as much as to what had happened in the last twenty-five years. As the discussions proceeded, three things became apparent. Firstly , although the papers submitted did not fully reveal it, the ongoing debate between radicals and moderates, those who saw possibilities of change only basically through a direct break with existing structures and those who felt change possibIe within them, is by no means at an end.
Twenty-five Years of Progress
Author: Anglo-Transvaal Consolidated Investment Company, LimitedPublisher:
ISBN:
Category :
Languages : en
Pages : 67
Book Description
S. 41-67: The Anglovaal Group of Companies.
A General Survey of Progress in the Last Twenty-Five Years
Author: Five Years of Research in Industry, 1926-1930
Author: Clarence Jay WestPublisher: National Academies
ISBN:
Category : Research, Industrial
Languages : en
Pages : 100
Book Description
Twenty-five Years of Progress Issue
Author: Clewiston NewsPublisher:
ISBN:
Category : Clewiston (Fla.)
Languages : en
Pages : 32
Book Description
History
Author: Office of Special Education and Rehabilitative Services (ED)Publisher:
ISBN:
Category :
Languages : en
Pages : 6
Book Description
Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), in 1975, to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. Since the passage of Public Law 94-142, significant progress has been made toward meeting major national goals for developing and implementing effective programs and services for early intervention, special education, and related services. Before the Individuals with Disabilities Act (IDEA), many children were denied access to education and opportunities to learn. This archived report chronicles the first 25 years of progress since the passage of Public Law 94-142 in 1975. It describes conditions before IDEA, provides numerous illustrations of key early Federal legislation that supported improved programs and services, and outlines concrete examples of IDEA accomplishments. Four purposes of PL 94-142 are provided, and culturally relevant instructional principles that help African American students, English language learners, and other diverse students become more actively involved in their academic assignments are listed. In charting the next 25 years, this report challenges the United States to build on its previous support for equality of access and continue to expand and strengthen its support for quality programs and services. Improving educational results for children with disabilities requires a continued focus on the full implementation of IDEA to ensure that each student's educational placement and services are determined on an individual basis, according to the unique needs of each child, and are provided in the least restrictive environment. Through such sustained Federal leadership, the United States today is the world leader in early intervention and preschool programs for infants, toddlers, and preschool children with disabilities.