Ruth Garner - Böcker

Part of a series aimed at therapists concerned with rehabilitation in a very broad sense, this book is based upon the author's experiences as part of a team caring for victims of severe injuries of the brain paying particular attention to the disturbances of behaviour. The methods of pioneers in this field were based on recognizing that it is as necessary to stimulate an injured brain in order to help it to recover as it is to stimulate a normal brain to enable it to develop - a process that is referred to as "exercising the mental muscles". In this guide the author explains that therapists need to start treating patients while they are still receiving intensive care, and nurses in these units, as well as those in ordinary wards, need to know how closely their work should be intergrated with that of others. Although the book will be of particular interest to occupational and physical therapists, psychologists and a social workers it will also be of use to doctors as clear evidence of the range and duration of methods of treatment required and of the fact that they have a part to play long after the patients leave hospital.

Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections:* childrens' and adults' beliefs about text.* beliefs about what should be taught and how particular content should be taught and assessed in classrooms.* commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems.The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.

Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections:* childrens' and adults' beliefs about text.* beliefs about what should be taught and how particular content should be taught and assessed in classrooms.* commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems.The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.

Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.