Judy Lee Lupart – författare

This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.

The transfer of learning is universally accepted as the ultimate aim of teaching. Facilitating knowledge transfer has perplexed educators and psychologists over time and across theoretical frameworks; it remains a central issue for today's practitioners and theorists. This volume examines the reasons for past failures and offers a reconceptualization of the notion of knowledge transfer, its problems and limitations, as well as its possibilities.Leading scholars outline programs of instruction that have effectively produced transfer at a variety of levels from kindergarten to university. They also explore a broad range of issues related to learning transfer including conceptual development, domain-specific knowledge, learning strategies, communities of learners, and disposition. The work of these contributors epitomizes theory-practice integration and enables the reader to review the reciprocal relation between the two that is so essential to good theorizing and effective teaching.

The acquisition and maintenance of literacy is of pressing interest and concern to educators and educational policy makers worldwide. What are the common themes, the common questions, and the unique circumstances and initiatives that spring from this interest and concern? To address these questions, Understanding Literacy Development: A Global View brings together leading experts from around the world to explore ways to best provide teaching and learning opportunities, tailored to specific educational needs, to help all children become better readers.The premise is that current generic "one-size-fits-all" approaches are inappropriate for many children and can lead to underachievement and failure. The contributors write from a stance that reflects not only their own particular expertise and experience, but also sheds light on literacy development across cultures, countries, and circumstances. Taken together, chapters in this volume target a wide and comprehensive set of literacy issues, and offer an extensive exploration of the complexities of literacy development, including issues related to early literacy, school instruction, family literacy, adolescent and adult literacy, and teacher development.At a time when education is burdened by increasing economic pressure to do more with less, it is imperative that educators and decision makers at all levels have access to current, broad-ranging, and in-depth information and evidence to inform their choices. This volume, compiling critical research on a wide spectrum of literacy concerns, is an invaluable tool for scholars, teacher educators, professionals and graduate students in the fields of literacy education, early childhood education, educational psychology, educational policy, and related areas.

The acquisition and maintenance of literacy is of pressing interest and concern to educators and educational policy makers worldwide. What are the common themes, the common questions, and the unique circumstances and initiatives that spring from this interest and concern? To address these questions, Understanding Literacy Development: A Global View brings together leading experts from around the world to explore ways to best provide teaching and learning opportunities, tailored to specific educational needs, to help all children become better readers.The premise is that current generic "one-size-fits-all" approaches are inappropriate for many children and can lead to underachievement and failure. The contributors write from a stance that reflects not only their own particular expertise and experience, but also sheds light on literacy development across cultures, countries, and circumstances. Taken together, chapters in this volume target a wide and comprehensive set of literacy issues, and offer an extensive exploration of the complexities of literacy development, including issues related to early literacy, school instruction, family literacy, adolescent and adult literacy, and teacher development.At a time when education is burdened by increasing economic pressure to do more with less, it is imperative that educators and decision makers at all levels have access to current, broad-ranging, and in-depth information and evidence to inform their choices. This volume, compiling critical research on a wide spectrum of literacy concerns, is an invaluable tool for scholars, teacher educators, professionals and graduate students in the fields of literacy education, early childhood education, educational psychology, educational policy, and related areas.

This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.