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. Part 1: Instructional Issues
1. Toward a Cognitive Theory of
Instruction Lauren B. Resnick
2. In Search of a model of Instructional
Research in Reading P. David Pearson and Rob Tierney
3. Child as
Coinvestigator: Helping Children Gain Insight into their Own Mental Processes
Marlene Scardamalia and Carl Bereiter
4. Forms of Understanding in
Mathematical Problem Solving James G. Greeno
5. Investigating and Applying
Developmental Psychology in the Science Classroom Anton E. Lawson Part 2:
Motivation and Achievement
6. Motivated Cognitions Martin V. Covington
7.
Some Thoughts about Feelings Bernard Weiner
8. On Doing Well in Science: Why
Johnny No Longer Excels: Why Sarah Never Did Martin L. Maehr
9. Conceptions
of Ability and Achievement Motivation: A Theory and its Implications for
Education John G. Nicholls
10. Childrens Theories of Intelligence:
Consequences for Learning Carol S. Dweck and Janine Bempechat Part 3:
Education and Public Policy
11. Intellectually Talented Students: The Key is
Curricular Flexibility Julian C. Stanley and Camilla P. Benbow
12. Fostering
Student Learning and Motivation in the Elementary School Classroom Jere E.
Brophy
13. Social Science and Social Policy: A Role for Universities Morton
W. Weir. Author Index. Subject Index.
Scott G. Paris, Gary M. Olson, Harold W. Stevenson
