Teaching And Learning

Author: Marjorie S. Schiering
Publisher: R&L Education
ISBN: 1610484266
Size: 43.79 MB
Format: PDF, ePub, Docs
View: 3033
Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In Learning and Teaching, the authors offer practical strategies for interactive instruction to facilitate optimum learning. This book addresses theoretical framework that includes the relationship between thoughts and feelings, the effect of past esperiences on present and future behaviors, universal connectivity, and a strong understanding of who one is as a teacher and learner.

Empirical Research In Teaching And Learning

Author: Debra Mashek
Publisher: John Wiley & Sons
ISBN: 9781444395334
Size: 27.76 MB
Format: PDF, Kindle
View: 217
Empirical Research in Teaching and Learning: Contributions from Social Psychology draws upon the latest empirical research and empirically-based theories from social psychology to inform the scholarship of teaching and learning. Provides an accessible theoretical grounding in social psychological principles and addresses specific empirical evidence drawn from teaching and learning contexts Features concrete strategies for use in the classroom setting Includes contributions from experts in both social psychology and the scholarship of teaching and learning

The Social Psychology Of Education

Author: Robert S. Feldman
Publisher: Cambridge University Press
ISBN: 9780521396424
Size: 49.39 MB
Format: PDF, ePub, Docs
View: 4767
This book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to the teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performance). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice.

Learning And Teaching Creative Cognition

Author: Marjorie S. Schiering
Publisher: Rowman & Littlefield
ISBN: 1475807805
Size: 37.40 MB
Format: PDF, ePub
View: 4441
At the onset, this book provides explanations/definitions for what it is to be "creative." Research-based viewpoints and personal perspectives on creativity lead to an introduction of an Interactive Methodology (IM) and interactive instructional strategies focused on The Interactive Book Report (IBR). Learning-through-play is emphasized. Special needs students, learning styles, thinking and feeling, a psychologist and scientist’s perspectives, effect and affect of the IM and IBR with leadership building are presented. Differentiated instruction activities, mindfulness, neuroplasticity, five case studies involving classroom use of the book’s creative cognition operatives are given explicit attention.

Developing Faculty Learning Communities At Two Year Colleges

Author: Susan Sipple
Publisher: Stylus Publishing, LLC
ISBN: 157922847X
Size: 73.54 MB
Format: PDF, Mobi
View: 5231
This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Learning And Cognition In Education

Author: Vibeke Grøver Aukrust
Publisher: Elsevier
ISBN: 0123814383
Size: 62.59 MB
Format: PDF
View: 510
This collection of 58 articles from the recently-published third edition of the INTERNATIONAL ENCYCLOPEDIA OF EDUCATION focus on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization, etc. Most books in the area either focus on one subtopic in-depth (e.g. an entire book on memory) or cover the gamut of subjects in a series of long, technical handbook-like chapters. This concise reference offers researchers and professors teaching in the area a new take on the material that is comprehensive in breadth, but lighter in depth - focusing on main findings, established facts, and minimizing the amount of space taken up by large, multi-volume references. An introduction to a complex field via summaries of main topics in this discipline Contains contributions from the foremost international researchers in the field Makes content available to individual cognitive psychology researchers

Student Motivation Cognition And Learning

Author: Paul R. Pintrich
Publisher: Routledge
ISBN: 113647966X
Size: 50.60 MB
Format: PDF, Kindle
View: 7512
Designed to present some of the current research on student motivation, cognition, and learning, this book serves as a festschrift for Wilbert J. McKeachie who has been a leading figure in college teaching and learning. The contributions to this volume were written by former students, colleagues and friends. A common focus on a general or social cognitive view of learning is shared throughout the volume, but there are significant differences in the perspectives the researchers bring to bear on the issues. They provide an excellent cross-section of current thinking and research on general cognitive topics such as students' knowledge structures, cognitive and self-regulated learning strategies, as well as reasoning, problem solving, and critical thinking. Social cognitive and motivational topics are also well represented, including self-worth theory and expectancy-value models. More importantly, an explicit attempt is made to link cognitive and motivational constructs theoretically and empirically. This area of research is one of the most important and promising areas of future research in educational psychology. Finally, most of the chapters address instructional implications, but several explicitly discuss instructional issues related to the improvement of college students' motivation and cognition.

Model Directed Learning Albert Bandura S Social Cognitive Learning Theory And Its Social Psychological Significance For School And Instruction

Author: Liwia Kolodziej
Publisher: GRIN Verlag
ISBN: 3656881286
Size: 79.39 MB
Format: PDF, ePub, Docs
View: 3539
Seminar paper from the year 2006 in the subject Pedagogy - Science, Theory, Anthropology, grade: 1,7, University of Wuppertal, course: Theory of Learning, language: English, abstract: This term paper explores the subject „Model-directed Learning, Albert Bandura’s Social Cognitive Learning Theory and its social-psychological Significance for School and Instruction“. The topic touches on several complex scientific areas that cannot be exhaustively discussed and in part can only contribute in a more generalized form to the scope of this term paper. Hence, there is the challenge of setting boundaries at first. The main focus of this paper is on the social cognitive learning theory according to Albert Bandura, with its central statements serving as the theoretical foundation of the paper as a whole. The aim is to investigate, which basic principles Bandura is adopting from human behavior, how he does explain and analyze this approach. This theoretical rationale should be set up in the socio-psychological context of school and instruction. Hence, a main goal of this paper is to establish a theory-practice relevance. In other words, the focus is to investigate which consequences are arising from the social cognitive learning theory for school, teaching, education, and studying. A key aspect of the social cognitive learning theory is model-based learning, thus, the assumption that human learning can happen through observation and imitation of others. In a society, in which humans strive for individuality and originality, imitation and simulation are associated with negative characteristics. Nevertheless, imitation behavior plays an important role even in every day situations. A person’s aggressive behavior or drug habit is often rationalized with the assumption that this behavior was copied from friends, or was due to the influence of others, or being surrounded with the wrong people. This term paper attempts to show the scientific reasoning behind this “everyday wisdom”, to in part rebut and analyze it. Social-psychological aspects in school and instruction will be used to characterize the relationship between social interactions at school, social learning at school, and learning through imitation, including the role of teacher behavior in this context. Researching this topic will serve as a reflection for my goal to become a teacher. I would like to emphasize that this work does solely focus on central general scientific data. Of course, many of these results can be refined in a way that is specific to a situation

The Social Psychology Of The Primary School

Author: Colin Rogers
Publisher: Routledge
ISBN: 1134909063
Size: 63.65 MB
Format: PDF
View: 7196
Colin Rogers and Peter Kutnick reassess the role of social psychology in educational practice for the primary classroom. They offer an analysis of the ways in which the process and structure of classroom life affect the interpersonal and academic outcomes of schooling. Social schooling is seen to have a crucial role to play in achieving effective teaching and meaningful learning, while promoting other useful developments in the primary classroom. The authors study classroom interaction and relationships and consider how these might be structured for the best outcomes. With so much attention being focused recently on the National Curriculum, the authors provide a balance for the current curricula-orientated view of teaching by improving understanding of how curricula are implemented in the classroom. Motivation and the social development of primary age children are covered as well as relationships and social interaction in the classroom, gender and special educational needs.