Jacqueline P. Leighton – författare

The field of education is rife with calls to action and for research to improve higher-level thinking and learning outcomes in primary, secondary, and tertiary education. With the No Child Left Behind Act and even more recently the Every Student Succeeds Act, policymakers are acknowledging the need for accountability and for an education system that works for everyone. Thankfully, psychologists and educators are coming together to share best methods for how to design better learning environments, assessments and tests, but are also probing learners for how they process the content material with which they are faced.Jacqueline P. Leighton's Using Think-Aloud Interviews and Cognitive Labs in Educational Research provides the first volume focused on distinguishing related - but specific - methods for probing these distinct forms of student cognition.Unlike volumes focused on interview techniques for questionnaire design and analysis, this book builds on the seminal 1993 work of psychologists K. Anders Ericsson and Herbert A. Simon for using think-aloud and protocol analysis to generate evidence of student problem solving in education, while also distinguishing this work from cognitive interviews used to generate evidence of human understanding comprehension within the educational and psychological settings. Here, Leighton not only presents the theoretical basis for the two interview and analytical techniques, but also advances how to use cognitive models in the planning of interviews, collecting data, training those who work with this data, and generating evidence for claims about higher-level thinking and learning.Using Think-Aloud Interviews and Cognitive Labs in Educational Research includes sample instructions, cautions, and schematic visuals to help readers identify these distinct procedures, while also integrating the work with established standards such as the 2014 Standards for Educational and Psychological Testing published by the American Educational Research Association, the National Council on Measurement in Education, and the American Psychological Association.

Leveraging Socio-Emotional Assessment to Foster Children’s Human Rights focuses on teaching and assessing students’ social and emotional attributes within the broader context of children’s rights. School teachers are charged with more than just academic development – every day, they have opportunities to guide children toward humanistic, justice-orientated perspectives and to serve as role models and relationship-builders. Built from a growing body of research on the benefits of socio-emotional learning and assessment in classrooms, this book prepares pre-service and in-service teachers to take on the shifting mindset that is required for learning processes that promote dignity and respectful relations in the classroom. These concise, accessible chapters address the value and effects of positive student-teacher relationships, classroom implementation and assessment methods, student- and parent-inclusive feedback and more.

Leveraging Socio-Emotional Assessment to Foster Children’s Human Rights focuses on teaching and assessing students’ social and emotional attributes within the broader context of children’s rights. School teachers are charged with more than just academic development – every day, they have opportunities to guide children toward humanistic, justice-orientated perspectives and to serve as role models and relationship-builders. Built from a growing body of research on the benefits of socio-emotional learning and assessment in classrooms, this book prepares pre-service and in-service teachers to take on the shifting mindset that is required for learning processes that promote dignity and respectful relations in the classroom. These concise, accessible chapters address the value and effects of positive student-teacher relationships, classroom implementation and assessment methods, student- and parent-inclusive feedback and more.

We are bombarded with information - press releases, television news, internet websites, and office memos, just to name a few - on a daily basis. However, the important conclusions that may or need to be inferred from such information are typically not provided. We must draw the conclusions by ourselves. How do we draw these conclusions? This 2004 book addresses how we reason to reach sensible conclusions. The purpose of this book is to organise in one volume what is known about reasoning, such as its structural prerequisites, its mechanisms, its susceptibility to pragmatic influences, its pitfalls, and the bases for its development. Given that reasoning underlies so many of our intellectual activities - when we learn, criticise, analyse, judge, infer, evaluate, optimise, apply, discover, imagine, devise, and create - we stand to gain a great deal if we can learn to define, operate, apply, and nurture our reasoning.

There is mounting hope in the United States that federal legislation in the form of No Child Left Behind will improve educational outcomes. As titanic as the challenge appears to be, however, the solution could be at our fingertips. This volume identifies visual types of cognitive models in reading, science and mathematics for researchers, test developers, school administrators, policy makers and teachers. In the process of identifying these cognitive models, the book also explores methodological or translation issues to consider as decisions are made about how to generate psychologically informative and psychometrically viable large-scale assessments based on the learning sciences. Initiatives to overhaul educational systems in disrepair may begin with national policies, but the success of these policies will hinge on how well stakeholders begin to rethink what is possible with a keystone of the educational system: large-scale assessment.

There is mounting hope in the United States that federal legislation in the form of No Child Left Behind will improve educational outcomes. As titanic as the challenge appears to be, however, the solution could be at our fingertips. This volume identifies visual types of cognitive models in reading, science and mathematics for researchers, test developers, school administrators, policy makers and teachers. In the process of identifying these cognitive models, the book also explores methodological or translation issues to consider as decisions are made about how to generate psychologically informative and psychometrically viable large-scale assessments based on the learning sciences. Initiatives to overhaul educational systems in disrepair may begin with national policies, but the success of these policies will hinge on how well stakeholders begin to rethink what is possible with a keystone of the educational system: large-scale assessment.

We are bombarded with information - press releases, television news, internet websites, and office memos, just to name a few - on a daily basis. However, the important conclusions that may or need to be inferred from such information are typically not provided. We must draw the conclusions by ourselves. How do we draw these conclusions? This 2004 book addresses how we reason to reach sensible conclusions. The purpose of this book is to organise in one volume what is known about reasoning, such as its structural prerequisites, its mechanisms, its susceptibility to pragmatic influences, its pitfalls, and the bases for its development. Given that reasoning underlies so many of our intellectual activities - when we learn, criticise, analyse, judge, infer, evaluate, optimise, apply, discover, imagine, devise, and create - we stand to gain a great deal if we can learn to define, operate, apply, and nurture our reasoning.