Author: Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 50
Book Description
Twenty-five Years of Progress ...
Author: Shawinigan Water and Power Company, MontrealPublisher:
ISBN:
Category : Electric power-plants
Languages : en
Pages : 74
Book Description
Twenty-five Years of Progress in Education
Author: Agriculture, rural development, and related agencies appropriations for 1985
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on Agriculture, Rural Development, and Related AgenciesPublisher:
ISBN:
Category : United States
Languages : en
Pages : 136
Book Description
Twenty-five Years of Progress
Author: Empire Trust CompanyCognition 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: Erwin R. GoldfieldTwenty-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.
The Next Twenty-five Years
Author: David Lee FeathermanPublisher: University of Michigan Press
ISBN: 0472021559
Category : Education
Languages : en
Pages : 417
Book Description
A penetrating exploration of affirmative action's continued place in 21st-century higher education, The Next Twenty-five Years assembles the viewpoints of some of the most influential scholars, educators, university leaders, and public officials. Its comparative essays range the political spectrum and debates in two nations to survey the legal, political, social, economic, and moral dimensions of affirmative action and its role in helping higher education contribute to a just, equitable, and vital society. David L. Featherman is Professor of Sociology and Psychology and Founding Director of the Center for Advancing Research and Solutions for Society at the University of Michigan. Martin Hall is Vice-Chancellor of the University of Salford, Greater Manchester, and previously was Deputy Vice- Chancellor at the University of Cape Town. Marvin Krislov is President of Oberlin College and previously was Vice President and General Counsel at the University of Michigan.
A General Survey of Progress in the Last Twenty-Five Years
Author: Twenty-five Years of Progress Issue
Author: Clewiston NewsPublisher:
ISBN:
Category : Clewiston (Fla.)
Languages : en
Pages : 32
Book Description