The Resource Developmental cognitive science goes to school, edited by Nancy L. Stein and Stephen W. Raudenbush

Developmental cognitive science goes to school, edited by Nancy L. Stein and Stephen W. Raudenbush

Label
Developmental cognitive science goes to school
Title
Developmental cognitive science goes to school
Statement of responsibility
edited by Nancy L. Stein and Stephen W. Raudenbush
Contributor
Subject
Genre
Language
eng
Cataloging source
DLC
Illustrations
illustrations
Index
index present
LC call number
LB1062
LC item number
.D497 2011
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Stein, Nancy L
  • Raudenbush, Stephen W
http://library.link/vocab/subjectName
  • Cognitive learning
  • Science
  • Mathematics
  • Content area reading
  • Cognitive learning
  • Content area reading
  • Mathematics
  • Science
  • Intelligenzleistung
  • Lernpsychologie
  • Unterricht
  • Naturwissenschaften
  • Leseunterricht
  • Entwicklungspsychologie
  • Kognitionswissenschaft
  • Kognitives Lernen
  • Mathematikunterricht
  • Naturwissenschaftlicher Unterricht
  • Fachdidaktik
  • Kognitive Psychologie
Label
Developmental cognitive science goes to school, edited by Nancy L. Stein and Stephen W. Raudenbush
Instantiates
Publication
Note
"Based on a conference held in the Fall of 2007, in Chicago."
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Developmental and learning sciences z to school : an overview / Nancy L. Stein -- Part I. Reading, learning and teaching: -- Instructional influences on growth of early reading : individualizing student learning / Frederick J. Morrison and Carol M. Connor -- Literacies for learning : a multiple source comprehension illustration / Susan R. Goldman, Yasuhiro Ozuru, Jason L.G. Braasch, Flori H. Manning, Kimberly A. Lawless, Kimberley W. Gomez, and Michael J. Slanovits -- Constraints on learning from expository science texts / Jennifer Wiley and Christopher A. Sanchez -- Two challenges : teaching academic language and working productively with schools / Catherine E. Snow and Claire White -- Learning to remember : mothers and teachers talking with children / Peter A. Ornstein, Catherine A. Haden, and Jennifer L. Coffman -- Part II. Science and Learning: -- A theory of Coherence and complex learning in the physical sciences : what works (and what doesn't) / Nancy L. Stein, Marc W. Hernandez, and Florencia K. Anggoro -- Science classrooms as learning labs / Rochel Gelman and Kimberly Brenneman -- A research-based instructional model for integrating meaningful learning in elementary science and reading comprehension: Implications for policy and practice / Nancy R. Romance and Michael R. Vitale -- Children's Cognitive algebra and intuitive physics as foundations of early learning in the sciences / Friedrich Wilkening -- Learning Newtonian physics with conversational agents and interactive simulations / Arthur C. Graesser, Don Franceschetti, Barry Gholson, and Scotty Craig -- Part III. Mathematical Learning -- Emerging ability to determine size : use of measurement / Janellen Huttenlocher, Susan C. Levine, and Kristin R. Ratliff -- Number Development in context : variations in home and school input during the preschool years / Susan C. Levine, Elizabeth A. Gunderson, and Janellen Huttenlocher -- Analogy and classroom mathematics learning / Lindsey E. Richland -- Gestures in the mathematics classroom : what is the point? / Martha W. Alibali, Mitchell J. Nathan, and Yuka Fujimori -- Perceptual learning and adaptive learning technology : developing new approaches to mathematics learning in the classroom / Christine M. Massey, Philip J. Kellman Zipora Roth, and Timothy Burke -- Algebraic misconceptions : a test for teacher (and researcher) use for diagnosing misconceptions of the variable / Joan Lucariello and Michele Tine -- Towards instructional design for grounded mathematics learning: the case of the binomial / Dor Abrahamson -- Part IV. Theoretical and methodological concerns -- Linking cognitive and developmental research and theory to problems of educational practice : a consideration of agendas and issues / James W. Pellegrino -- The evolution of head start : why the combination of politics and science changed program management more than program design / Thomas D. Cook, Manyee Wong, and Vivian C. Wong -- Connecting developmental science to educational policy by studying classroom instruction / Stephen W. Raudenbush
Dimensions
24 cm
Extent
xiii, 346 pages
Isbn
9780415988841
Isbn Type
(pbk. : alk. paper)
Lccn
2010021699
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
  • (OCoLC)640131600
  • (OCoLC)ocn640131600
Label
Developmental cognitive science goes to school, edited by Nancy L. Stein and Stephen W. Raudenbush
Publication
Note
"Based on a conference held in the Fall of 2007, in Chicago."
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Developmental and learning sciences z to school : an overview / Nancy L. Stein -- Part I. Reading, learning and teaching: -- Instructional influences on growth of early reading : individualizing student learning / Frederick J. Morrison and Carol M. Connor -- Literacies for learning : a multiple source comprehension illustration / Susan R. Goldman, Yasuhiro Ozuru, Jason L.G. Braasch, Flori H. Manning, Kimberly A. Lawless, Kimberley W. Gomez, and Michael J. Slanovits -- Constraints on learning from expository science texts / Jennifer Wiley and Christopher A. Sanchez -- Two challenges : teaching academic language and working productively with schools / Catherine E. Snow and Claire White -- Learning to remember : mothers and teachers talking with children / Peter A. Ornstein, Catherine A. Haden, and Jennifer L. Coffman -- Part II. Science and Learning: -- A theory of Coherence and complex learning in the physical sciences : what works (and what doesn't) / Nancy L. Stein, Marc W. Hernandez, and Florencia K. Anggoro -- Science classrooms as learning labs / Rochel Gelman and Kimberly Brenneman -- A research-based instructional model for integrating meaningful learning in elementary science and reading comprehension: Implications for policy and practice / Nancy R. Romance and Michael R. Vitale -- Children's Cognitive algebra and intuitive physics as foundations of early learning in the sciences / Friedrich Wilkening -- Learning Newtonian physics with conversational agents and interactive simulations / Arthur C. Graesser, Don Franceschetti, Barry Gholson, and Scotty Craig -- Part III. Mathematical Learning -- Emerging ability to determine size : use of measurement / Janellen Huttenlocher, Susan C. Levine, and Kristin R. Ratliff -- Number Development in context : variations in home and school input during the preschool years / Susan C. Levine, Elizabeth A. Gunderson, and Janellen Huttenlocher -- Analogy and classroom mathematics learning / Lindsey E. Richland -- Gestures in the mathematics classroom : what is the point? / Martha W. Alibali, Mitchell J. Nathan, and Yuka Fujimori -- Perceptual learning and adaptive learning technology : developing new approaches to mathematics learning in the classroom / Christine M. Massey, Philip J. Kellman Zipora Roth, and Timothy Burke -- Algebraic misconceptions : a test for teacher (and researcher) use for diagnosing misconceptions of the variable / Joan Lucariello and Michele Tine -- Towards instructional design for grounded mathematics learning: the case of the binomial / Dor Abrahamson -- Part IV. Theoretical and methodological concerns -- Linking cognitive and developmental research and theory to problems of educational practice : a consideration of agendas and issues / James W. Pellegrino -- The evolution of head start : why the combination of politics and science changed program management more than program design / Thomas D. Cook, Manyee Wong, and Vivian C. Wong -- Connecting developmental science to educational policy by studying classroom instruction / Stephen W. Raudenbush
Dimensions
24 cm
Extent
xiii, 346 pages
Isbn
9780415988841
Isbn Type
(pbk. : alk. paper)
Lccn
2010021699
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
  • (OCoLC)640131600
  • (OCoLC)ocn640131600

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