Pedagogical Perspectives on Cognition and Writing

34, no. 2, 1983, p. 217. Portanova, Patricia, et al, editors. Contemporary Perspectives on Cognition and Writing. Perspectives on Writing, The WAC Clearinghouse and UP of Colorado, 2017.

Author: J. Michael Rifenburg

Publisher: Parlor Press LLC

ISBN: 9781643172491

Category: Psychology

Page: 361

View: 732


Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing. The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have great influence in writing studies and have substantial potential to continue reinvigorating what we know about writing and writers. By grounding this collection in ongoing interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical Perspectives on Cognition and Writing highlights the robust but also problematic potential cognitive theories of writing hold for how we research writing, how we teach and tutor writers, and how we work with community writers. Pedagogical Perspectives on Cognition and Writing includes a foreword by Susan Miller-Cochran and an afterword by Asao Inoue. Additional contributors include Melvin E. Beavers, Subrina Bogan, Harold Brown, Christine Cucciarre, Barbara J. D’Angelo, Gita DasBender, Tonya Eick, Gregg Fields, Morgan Gross, Jessica Harnisch, David Hyman, Caleb James, Peter H. Khost, William J. Macauley, Jr., Heather MacDonald, Barry M. Maid, Courtney Patrick-Weber, Patricia Portanova, Sherry Rankins-Robertson, J. Michael Rifenburg, Duane Roen, Airlie Rose, Wendy Ryden, Thomas Skeen, Michelle Stuckey, Sean Tingle, James Toweill, Martha A. Townsend, Kelsie Walker, and Bronwyn T. Williams.

America s Critical Thinking Crisis

In Portanova, P., Rifenburg, J.M., & Roen, D. (Ed.), Contemporary perspectives on cognition and writing, 3–18. WAC Clearinghouse. 61 Meade, M. (2017). Seeing is believing: Re-presentation, cognition, and transfer in writing classes.

Author: Steven J. Pearlman

Publisher: Steven J. Pearlman

ISBN: 9781735942216

Category: Education

Page: 170

View: 427


Even though 95% of Americans consider critical thinking an essential skill that schools should teach, our students’ problem-solving skills rank among the lowest in the world. Students actually show lower brain activity in class than while watching TV or sleeping, and most college students, as well as half of American adults, fail critical thinking tests. But why? Written by an expert who trains educators and executives, America’s Critical Thinking Crisis shows that the problem doesn’t fall on educators or Gen Z, but on a fundamentally flawed conception of what education means. Drawing on neuroscience, psychology, and educational research, it demonstrates how we can create legions of divergent thinkers and problem solvers by tapping the hardwiring that innately makes children think all the time, in all areas of life – just not so much in school. Pearlman’s timely book is an essential text for understanding why our students don’t think critically. It also demonstrates what education should be and how it could transform our students and our culture. The book is a needed addition to the library of any educator or parent, or just anyone concerned about the direction our culture is headed. Chris Hakala Director, Center for Excellence in Teaching, Learning, and Scholarship Springfield College Pearlman calls us to reimagine our education system as a whole and redefine what it means to teach and learn. We must understand that reason and critical thinking should be the primary outcomes of any quality education. America’s Critical Thinking Crisis speaks to us with urgency, and calls educators at every level to rethink, revise, and repurpose our work. Heeding Pearlman’s call may well be our only existential hope. Matthew Bristow-Smith 2019 North Carolina Principal of the Year Principal, Edgecombe Early College High School Pearlman's America’s Critical Thinking Crisis is a book written by a true college classroom pedagogue--one who eats, breathes, sleeps, and, for all I know, smokes college pedagogy as well. Filled with quirky asides, the book is flush with ideas about learning that only someone who has spent a life at the lectern (and deconstructing "the lectern") could imagine. Easygoing in its tone and passionate in its commitments, the book is strongly recommended for all of those dismayed at the state of American higher education and willing to get their hands dirty to fix it anew. Dr. Jacques Berlinerblau Author of Campus Confidential Professor, Georgetown University Helping students develop critical thinking is at the core of what most educators and society see as the essential role of higher education. In clear prose and with a dose of dark humor, Pearlman eviscerates current practices and lays out the urgent necessity for change. He also suggests strategies that could actually work, strategies that must become part of ongoing conversations in every facet of our society. Anton Tolman, Ph.D., Co-author, Why Students Resist Learning

Teaching Mindful Writers

“Attending to Phenomenology: Rethinking Cognition and Reflection in North American Writing Studies.” In Contemporary Perspectives on Cognition and Writing, edited by Patricia Portanova, Michael Rifenburg, and Duane Roen, 57–76.

Author: Brian Jackson

Publisher: University Press of Colorado

ISBN: 9781607329374

Category: Language Arts & Disciplines

Page: 298

View: 675


Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer. Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.

Reformers Teachers Writers

“The Evolving Relationship between Composition and Cognitive Studies: Gaining Some Perspective on Our Contemporary Moment.” In Contemporary Perspectives on Cognition and Writing, edited by Patricia Portanova, J. Michael Rifenburg, ...

Author: Neal Lerner

Publisher: University Press of Colorado

ISBN: 9781607328810

Category: Language Arts & Disciplines

Page: 179

View: 420


In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.

A Responsive Rhetorical Art

Activity Theory: Learning in Doing: Social, Cognitive, and Computational Perspectives, edited by Yrjö Engeström, Reijo Miettinen ... “Reflection: What Can Cognitive Rhetoric Offer Us?” Contemporary Perspectives on Cognition and Writing, ...

Author: Elenore Long

Publisher: University of Pittsburgh Press

ISBN: 9780822986447

Category: Language Arts & Disciplines

Page: 312

View: 705


A Responsive Rhetorical Art explores the risk-ridden realm of wise if always also fallible rhetorical action—the productive knowledge building required to compose and to leverage texts, broadly construed, for the purposes of public life marked by shrinking public resources, cultural conflict, and deferred hope. Here, composition and literacy learning hold an important and distinctive cultural promise: the capacity to invent with other people new ways forward in light of their own interests and values and in the face of obstacles that could not have otherwise been predicted. Distributed across publicly situated strangers, including citizen-educators, this work engages a persistent challenge of early rhetorical uptake in public life: that what might become public and shared is often tacit and contested. The book’s approach combines attention to local cases (with a transnational student organization, the Nipmuck Chaubunagungamaug, and the South Sudanese diaspora in Phoenix) with a revisable guide for taking up wise action and methods for uncovering elusive institutional logics.

Theories and Methods of Writing Center Studies

In P. Portanova, J. M. Rifenburg, & D. Roen (Eds.), Contemporary perspectives on cognition and writing (pp. 247–267). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.

Author: Jo Mackiewicz

Publisher: Routledge

ISBN: 9780429581861

Category: Language Arts & Disciplines

Page: 230

View: 202


This collection helps students and researchers understand the foundations of writing center studies in order to make sound decisions about the types of methods and theoretical lenses that will help them formulate and answer their research questions. In the collection, accomplished writing center researchers discuss the theories and methods that have enabled their work, providing readers with a useful and accessible guide to developing research projects that interest them and make a positive contribution. It introduces an array of theories, including genre theory, second-language acquisition theory, transfer theory, and disability theory, and guides novice and experienced researchers through the finer points of methods such as ethnography, corpus analysis, and mixed-methods research. Ideal for courses on writing center studies and pedagogy, it is essential reading for researchers and administrators in writing centers and writing across the curriculum or writing in the disciplines programs.

Concepts in Composition

embody the writer's developing sense of purpose, and then, at times, by changing major goals or even establishing new ... A recently published book titled Contemporary Perspectives on Cognition and Writing (2017) consists of chapters ...

Author: Irene L. Clark

Publisher: Routledge

ISBN: 9780429685804

Category: Language Arts & Disciplines

Page: 466

View: 522


Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to Writing Studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.

Talking Back

He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017). His next book, Drilled to Write: A ...

Author: Norbert Elliot

Publisher: University Press of Colorado

ISBN: 9781607329763

Category: Language Arts & Disciplines

Page: 472

View: 805


In Talking Back, a veritable Who’s Who of writing studies scholars deliberate on intellectual traditions, current practices, and important directions for the future. In response, junior and mid-career scholars reflect on each chapter with thoughtful and measured moves forward into the contemporary environment of research, teaching, and service. Each of the prestigious chapter authors in the volume has three common traits: a sense of responsibility for advancing the profession, a passion for programs of research dedicated to advancing opportunities for others, and a reflective sense of their work accompanied by humility for their contributions. As a documentary, Talking Back is the first history of writing studies in autobiography. Contributors: Jo Allen, Ann N. Amicucci, Akua Duku Anokye, Paige Davis Arrington, Doug Baldwin, John C. Brereton, Judy Buchanan, Hugh Burns, Leasa Burton, Ellen C. Carillo, William Condon, Dylan B. Dryer, Michelle F. Eble, Jennifer Enoch, Joan Feinberg, Patricia Friedrich, Cinthia Gannett, Eli Goldblatt, Shenika Hankerson, Janis Haswell, Richard Haswell, Eric Heltzel, Douglas Hesse, Bruce Horner, Alice S. Horning, Asao B. Inoue, Ruth Ray Karpen, Suzanne Lane, Min-Zhan Lu, Donald McQuade, Elisabeth L. Miller, Rebecca Williams Mlynarczyk, Sean Molloy, Les Perelman, Louise Wetherbee Phelps, Stacey Pigg, Sherry Rankins-Robertson, Jessica Restaino, J. Michael Rifenburg, Eliana Schonberg, Geneva Smitherman, Richard Sterling, Katherine E. Tirabassi, Devon Tomasulo, Martha A. Townsend, Mike Truong, Victor Villanueva, Edward M. White, Anne Elrod Whitney, Kathleen Blake Yancey

Above the Well

... and Norbert Elliot (Eds.), Writing Assessment, Social Justice, and the Advancement of Opportunity (2018) Patricia Portanova, J. Michael Rifenburg, and Duane Roen (Eds.), Contemporary Perspectives on Cognition and Writing (2017) The ...

Author: Asao B. Inoue

Publisher: University Press of Colorado

ISBN: 9781646422371

Category: Language Arts & Disciplines

Page: 350

View: 220


Above the Well explores race, language and literacy education through a combination of scholarship, personal history, and even a bit of fiction. Inoue comes to terms with his own languaging practices in his upbring and schooling, while also arguing that there are racist aspects to English language standards promoted in schools and civic life. His discussion includes the ways students and everyone in society are judged by and through tacit racialized languaging, which he labels White language supremacy and contributes to racialized violence in the world today. Inoue’s exploration ranges a wide array of topics: His experiences as a child playing Dungeons and Dragons with his twin brother; considerations of Taoist and Western dialectic logics; the economics of race and place; tacit language race wars waged in classrooms with style guides like Strunk and White’s The Elements of Style; and the damaging Horatio Alger narratives for people of color.

Navigating Challenges in Qualitative Educational Research

He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017). Aubrey Rogowski is a doctoral ...

Author: Todd Ruecker

Publisher: Routledge

ISBN: 9780429509247

Category: Education

Page: 224

View: 303


How do education researchers navigate the qualitative research process? How do they manage and negotiate myriad decision points at which things can take an unexpected – and sometimes problematic – turn? Whilst these questions are relevant for any research process, the specific issues qualitative researchers face can have impactful repercussions, that if managed adeptly, can lead to successful and even new research opportunities. Navigating Challenges in Qualitative Educational Research includes narratives that provide real world experiences and accounts of how researchers navigated problematic situations, as well as their considerations in doing so. These contributions give students and researchers a chance to understand the possibilities of research challenges and better prepare for these eventualities and how to deal with them. Providing educative windows into the challenges and missteps even seasoned researchers face along the way, this book is an invaluable resource for graduate students and early career qualitative researchers, particularly those who are interested in education.

Past Present and Future Contributions of Cognitive Writing Research to Cognitive Psychology

The psychology of writing. New York: Oxford University Press. Kemp, N. (2009). The acquisition of spelling patterns: early, late or never? In C. Wood & V. Connelly (Eds.), Contemporary perspectives on reading and spelling (pp. 76–91).

Author: Virginia Wise Berninger

Publisher: Psychology Press

ISBN: 9781848729636

Category: Psychology

Page: 626

View: 534


This volume tells the story of research on the cognitive processes of writing—from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. Writing processes yield important insights into human cognition, and is increasingly becoming a mainstream topic of investigation in cognitive psychology and cognitive neuroscience. Technological advances have made it possible to study cognitive writing processes as writing unfolds in real time. This book provides an introduction to these technologies. The first part of the volume provides the historical context for the significance of writing research for contemporary cognitive psychology and honors the pioneers in cognitive and social-cognitive research in this field. The book then explores the rapidly expanding work on the social foundations of cognitive processes in writing and considers not only gender differences but also gender similarities in writing. The third part presents a lifespan view of writing in early and middle childhood, adolescence, higher education, and the world of work. There follows an examination of the relationships of language processes –at the word, sentence, and text levels—to the cognitive processes in writing. Part V covers representative research on the cognitive processes of writing—translation and reviewing and revision—and the working memory mechanisms that support those processes. A review of the current technologies used to study these cognitive processes on-line as they happen in real time is provided. Part VII provides an introduction to the emerging new field of the cognitive neuroscience of writing made possible by the rapidly evolving brain imaging technologies, which are interpretable in reference to paradigms in cognitive psychology of writing. The final section of the book offers visions of the future of writing research from the perspective of contemporary leaders in writing research.

Contemporary Perspectives on Reading and Spelling

Cognition, 48, 285–288. Carpenter, B. (1987). A formative evaluation of a Makaton-based reading programme. University of Nottingham, Nottingham, UK. Carpenter, B., & Detheridge, T. (1994). 'Writing with symbols'.

Author: Clare Wood

Publisher: Routledge

ISBN: 9781134004249

Category: Education

Page: 304

View: 484


With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.

Transformative Learning through Creative Life Writing

Elbow, P. (1998) Writing with Power: Techniquesfor Mastering the WritingProcess, 2nd edition, ... conceptions of experiential learning: a review of the five contemporary perspectives on cognition', Adult Education Quarterly, 50: 243–72.

Author: Celia Hunt

Publisher: Routledge

ISBN: 9781136734021

Category: Education

Page: 216

View: 234


Arising from a research project conducted over two years, Transformative Learning through Creative Life Writing examines the effects of fictional autobiography on adult learners’ sense of self. Starting from a teaching and learning perspective, Hunt draws together ideas from psychodynamic psychotherapy, literary and learning theory, and work in the cognitive and neurosciences of the self and consciousness, to argue that creative life writing undertaken in a supportive learning environment, alongside opportunities for critical reflection, has the power to transform the way people think and learn. It does this by opening them up to a more embodied self-experience, which increases their awareness of the source of their thinking in bodily feeling and enables them to develop a more reflexive approach to learning. Hunt locates this work within recent developments in the influential field of transformative learning. She also identifies it as a form of therapeutic education arguing, contrary to those who say that this approach leads to a diminished sense of self, that it can help people to develop a stronger sense of agency, whether for writing or learning or relations with others. Topics covered include: Creative writing as a tool for personal and professional development The transformative benefits and challenges of creative writing as a therapeutic activity The relationships between literary structures and the processes of thinking and feeling The role of cognitive-emotional learning in adult education Collaborative learning and the role of the group This book will interest teachers in adult, further and higher education who wish to use creative life writing as a tool for learning, as well as health care professionals seeking art-based techniques for use in their practice. It will also prove useful to academics interested in the relationship between education and psychotherapy, and in the theory and practice of transformative learning. Additionally, it will appeal to writers seeking a deeper understanding of the creative process.

Contemporary Perspectives on Research in Theory of Mind in Early Childhood Education

In C. Tamis-Lemonda & B. D. Homer (Eds.), The development of social cognition and communication (pp. 231–258). ... The development of written argumentation: An analysis and comparison of argumentative writing at four grade levels.

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781623965136

Category: Education

Page: 439

View: 710


Over the last 35 years, studies focusing in young children’s knowledge about the mental world have developed into an important area. This body of social knowledge is called theory of mind, which refers to the individuals’ ability to interpret and anticipate the other individuals’ thinking, feeling, and behavior based on their interpretation of the situation. Many researchers and theorists believe that a representational theory of mind offers a basis for various critical facets of social-cognitive performance, such as teaching and learning, lying and pretending, making and keeping friends, and social learning more generally. The purpose of this volume is to share a collection of research strands on theory of mind research. It describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children’s Theory of Mind. For several decades scholarly research on theory of mind has been flourishing and a collection of new publication outlets have emerged such as the ones reviewed in the volume, which offers a thorough critical analysis of the research in contemporary perspectives on research in theory of mind in early childhood education. The researchers who conducted the critical analyses of the reseearch focused on understanding the mind in relation to (1) young children, (2) several assessment procedures, (3) metacognitive and neuroscientific processes, (3) emotion and educational representations, (4) interaction of social and cultural elements, and (5) inferences and future research directions. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood theory of mind in a specific area of study.


THE MOST CURRENT RESEARCH The book covers the latest in evolutionary psychology and behavior genetics, ecological and evolutionary theories of learning, cross-cultural work in cognition, the latest neuroscience data (and its critiques), and ...

Author: Paul Okami

Publisher: Oxford University Press, USA

ISBN: 0199856613

Category: Psychology

Page: 769

View: 262


Research-based but highly accessible, this fresh, contemporary, and engaging volume helps students appreciate the science of psychology and understand how its principles apply to their own lives. ~~~~~~~~~~~~~~ FEATURES CONTEMPORARY PERSPECTIVES, NOT JUST CONTEMPORARY REFERENCES Giving careful consideration to the field's historical foundations, Psychology: Contemporary Perspectives provides a unique balance of traditional and contemporary perspectives. This approach invites students to develop a modern appraisal of psychology. THE MOST CURRENT RESEARCH The book covers the latest in evolutionary psychology and behavior genetics, ecological and evolutionary theories of learning, cross-cultural work in cognition, the latest neuroscience data (and its critiques), and endophenotype research in the genetic causes of schizophrenia. CLEAR AND COMPELLING WRITING Exceptionally well written, Psychology: Contemporary Perspectives uses stories to help students connect with the principles of psychology. RICH PEDAGOGY All running features are integrated into the main body of the text, helping to maintain the flow of the narrative--and the attention of students! * "Freeze Frame" snapshots underscoring the theme of each chapter tell the compelling stories of real-life individuals. * "Living Psychology" applies psychology to students' everyday lives, helping them understand the benefits of what they are studying. * "Critical Thinking about Psychology" sections give students the tools they need in order to effectively and objectively interpret research. * "At the Forefront" highlights new and influential research in the field. CAREFULLY CRAFTED STUDY TOOLS Placing an emphasis on "review, retrieve, and learn," Psychology: Contemporary Perspectives takes a "back-to-basics" approach to study tools. * "In Summary" sections provide clear, concise chapter descriptions, offering students powerful tools for review. * "Retrieve!" questions encourage students to test their knowledge of what they have just read. Each question includes the page numbers on which the relevant material was first presented, aiding in additional review and reinforcing learning. AN EXCELLENT VALUE Oxford University Press USA, a department of the University of Oxford, is a not-for-profit publisher devoted to furthering the university's objective of excellence in research, scholarship, and education. Since accessible materials clearly support this mission, OUP USA uses a combination of not-for-profit status and financial discipline to offer course materials that generally cost students significantly less than those offered by commercial publishers. SUPERIOR SUPPLEMENTS We are proud to offer instructors and students a comprehensive set of ancillary resources. * Instructor's Ancillary Resource Center: Available online exclusively to adopters, this valuable resource features detailed chapter outlines, lecture suggestions and activities, discussion questions, video resources, and Web resources, along with a computerized test bank containing 1,400+ test questions. * Videos: Organized by chapter, these short contemporary video clips from YouTube are available for use as lecture starters and assignable class activities. * PowerPoint-Based Slides: Each chapter's slide deck includes a succinct chapter outline and incorporates relevant chapter graphics. * Course Cartridges: Available for a variety of learning management systems. * Instructor's Companion Website: The instructor's portion of the companion website--available to adopters--includes all the teaching tools described above, which are available for immediate download ( * Online Homework: Oxford's Learning Management System delivers quality content and tools to track student progress in an intuitive, nationally hosted learning environment. Assessments are designed to accompany Psychology: Contemporary Perspectives and auto-graded so that instructors may check students' understanding without hours of grading. A color-coded gradebook shows instructors at a glance where their students are succeeding and where they need improvement; this allows instructors to adapt their lectures as needed at a moment's notice. For students, this means quality content and instant feedback. Oxford's Learning Management System features a streamlined interface that connects instructors and students with the functions that they perform most often, simplifying the learning experience in order to save instructors time and put students' progress first. (ISBN: 978-0-19-934982-1) * Free Online Student Study Guide: Offering a variety of learning and review tools, this free online resource includes comprehensive yet concise chapter outlines, visual concept maps, and approximately twenty-five multiple-choice questions per chapter.

Contemporary Perspectives on Literacy in Early Childhood Education

The purposes of literacy for young children are as important in learning about writing and reading as are the dimensions of literacy. 5. Children's cognitive development is important to their acquisition of literacy during the years ...

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781607525288

Category: Education

Page: 209

View: 788


This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children’s literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of young children. Prior to the 1960's, few studies were available on pre?first?grade literacy. Then studies began to emerge in the 1960's focusing on the reading readiness paradigm and on the conventional assumption that literacy development was only introduce and when children experienced formal reading instruction in school (Sulzby & Teale, 1986). Fortunately, Durkin (1966) found that there were children reading before first grade and determined that the reading readiness paradigm was theoretically and pragmatically incongruous. Others followed Durkin’s footsteps. Sulzby and Teale (1986) identify the following concepts about young children’s acquisition of literacy learning: 1. Literacy development originates well before children are introduced to formal instruction. 2. The notion that reading precedes writing or that writing precedes reading is a fallacy. 3. Literacy blooms in "real?life" settings and by performing real?life activities that are used to "get things done." 4. The purposes of literacy for young children are as important in learning about writing and reading as are the dimensions of literacy. 5. Children’s cognitive development is important to their acquisition of literacy during the years from birth to six. 6. Children learn written language when they actively engage in their world. Competent teachers throughout the United States suggest that prior to attending school, children have acquired a distinctive culture, collection of experiences, and group of abilities (Vacca & Vacca, 2000). Many prekindergarten children have been in a group setting for three and four years such as a child care setting where teachers and caregivers teach them reading and writing.

Contemporary Perspectives on Social Learning in Early Childhood Education

In O. N. Saracho & B. Spodek (Eds.), Multiple perspectives on play in early childhood education (pp. 80–99). Albany, NY: SUNY Press. ... Before writing: Rethinking the paths to literacy. New York: Routledge. Kress, G. (2003).

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781607527329

Category: Education

Page: 341

View: 848


Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide crossdisciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers’ historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

Contemporary Perspectives on the Psychology of Attitudes

Studies in forced compliance: I. The effect of pressure for compliance on attitude change produced by faceto-face role playing and anonymous essay writing. Journal of Personality and Social Psychology, 4, 1–13. Chaiken, S. (1987).

Author: Geoffrey Haddock

Publisher: Psychology Press

ISBN: 9781135425418

Category: Psychology

Page: 488

View: 966


What is an attitude? How do different research approaches characterise 'attitude' and its applications in social psychology? The Attitude concept has long formed an indispensable construct in social psychology. In this volume, internationally renowned contributors review contemporary developments in research and theory to capture the current metamorphosis of this central concept. This book draws together the latest developments in the field to provide a scholarly and accessible overview of the study of attitudes, examining the implications for its position as a paradigm of social psychological understanding. Dividing the subject into two main parts, this book first addresses the structural and behavioural properties of attitudes, including the affective-cognitive structure of attitudes, the nature of attitude ambivalence and intention-behaviour relations. The second section focuses on representational and transformational processes, such as meta-cognitive attitudinal processes, the role of implicit and explicit attitudinal processes, cultural influences and attitude change. In a third, concluding section, the editors draw together these contemporary perspectives and elaborate on their impact for future theorising and research into attitudes. Empirically supported throughout, this collection represents a timely integration of the burgeoning range of approaches to attitude research. It will be of interest to social psychologists, sociologists, political scientists and researchers with an interest in attitudinal phenomena.

Contemporary Perspectives on Early Modern Philosophy

Intellectus humanus cum cognition is certitudine, et sensus firmitate”—“So thought John Locke in the year 1671 ... some confidence we can say that it is between the writing of these two drafts that Locke reaches the decision to write a ...

Author: Paul Hoffman

Publisher: Broadview Press

ISBN: 9781551116624

Category: Philosophy

Page: 366

View: 620


Contemporary Perspectives on Early Modern Philosophy is a collection of essays dedicated to Vere Chappell, one of the most respected scholars in the field of early modern philosophy. Seventeen distinguished scholars have contributed essays to this collection on topics including dualism, identity and essence, causation, theodicy, free will, perception, abstraction, and the moral law.

Contemporary Perspectives on Mathematics in Early Childhood Education

Mediational means of cognition are cultural tools that include language, various systems for counting, mnemonic techniques, algebraic symbol systems, works of art, writing, diagrams, maps, and so on. The development of mathematical ...

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781607526377

Category: Education

Page: 349

View: 505


This volume provides a comprehensive critical analysis of the research in mathematics education for young children. The researchers who conducted the critical analysis focused on the relationship between (1) mathematics learning in the early years and domain specific approaches to cognitive development, (2) the children’s social learning and their developing understanding of math, and (3) the children’s learning in a natural context and their understanding of mathematics concepts. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood mathematics in a specific area of study. This volume will facilitate the research conducted by both novice and expert researchers. The volume has accomplished its major goals, which consists of critically analyzing important research in a specific area that would be most useful in advancing the field and provide recommendations for both researchers and educators.