Cognition, teaching, and assessment

Designed for upper division courses in learning, this text provides educators with knowledge essential for informed decision making. It focuses on the most recent research in educational psychology and examines the subject matter from strategic knowledge-based, metacognitive, motivational and biological perspectives. The book surveys current thinking on cognition and instruction, especially pertaining to maths, science, writing and reading and features up-to-date views on assessment and individual differences. Along with important traditional theories and research, the text covers all of the key figures in contemporary educational psychology.

Preface

1 Introduction: Good Thinking, Good Teaching, and Alternative Ways of Studying Good Thinking and Good Teaching

I Good Information Processing

2 Strategies and Metacognitive Regulation of Strategies: Basic Theory and Research

3 Knowledge

4 The Role of Knowledge in Cognition

5 Enhancing Student Motivation

6 Biological Foundations

II Other Grand Theoretical Perspectives

7 Classical Theories of Learning and Development

8 Social Interactional Theories of Learning and Development

9 Preparing Students to Think Responsibly About Difficult Social Problems

III Important Empirical Contributions in Educational Psychology

10 Basic Mechanisms Affecting Learning

11 Teaching Practices and the Development of Intellect

IV Cognition and Instruction

12 Science

13 Mathematical Problem Solving

14 Literacy I: Reading

15 Literacy II: Writing

V Assessment and Individual Differences

16 Traditional Assessments and Conceptualizations of Intelligence and Academic Competence

17 Alternative Assessments

18 Various Types of Learners

References

Acknowledgements

Name Index

Subject Index

Available:*

On Order

Summary

Summary

Table of Contents