Discovering the Brain
Author: Sandra Ackerman
Publisher: National Academies
Surveys what is currently known about the human brain, describes its role in mental illness, and looks at future areas of research
We’ve been teaching reading wrong—a leading cognitive scientist tells us how we can finally do it right
Author: Michael Bonnett
Publisher: Continuum International Publishing Group
This book examines how new scientific developments in understanding how the brain works can help educators and educational policy makers develop new and more efficient methods for teaching and developing educational policies.
Author: Howard E. Gardner
Publisher: Basic Books
Howard Gardner's brilliant conception of individual competence has changed the face of education in the twenty-three years since the publication of his classic work, Frames of Mind. Since then thousands of educators, parents, and researchers have explored the practical implications and applications of Multiple Intelligences theory--the powerfulnotion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in self-understanding. The first decade of research on MI theory and practice was reported in the 1993 edition of Multiple Intelligences. This new edition covers all developments since then and stands as the most thorough and up-to-date account of MI available anywhere. Completely revised throughout, it features new material on global applications and on MI in the workplace, an assessment of MI practice in the current conservative educational climate, new evidence about brain functioning, and much more.
Time and Seasons
Author: Judith Fallon-Reid
Publisher: Xulon Press
Children think in a different way to adults. They also think differently at different ages. This book, originally published in 1984, studies the growth of those processes by means of which thinking evolves from infancy through childhood and adolescence into adulthood. It covers perception, memory, language and, above all, the development of mental ‘programmes’, or strategies, through which people structure and hence comprehend the information coming to them from their environment. The study of cognitive development has obvious educational implications. Development in the pre-school period, the appropriateness of schooling for levels of cognitive competence, and the significance of ageing are just some of the issues considered.
This primer provides an overview of the principles of space perception in a handbook format that will appeal to researchers as well as students.
In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers: - Facts prevent understanding - Teacher-led instruction is passive - The 21st century fundamentally changes everything - You can always just look it up -We should teach transferable skills - Projects and activities are the best way to learn - Teaching knowledge is indoctrination. In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice. This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.
Author: David A. Lieberman
Publisher: Wadsworth Publishing Company
PART 1: INTRODUCTION. 1. SOME BASIC ASSUMPTIONS. Is Behavior Lawful? How Should We Discover Any Laws? Behavioral and Cognitive Approaches. The Experimental Method. The Use of Animals. An Overview of Associative Learning. Summary. PART 2: CLASSICAL CONDITIONING. 2. FOUNDATIONS OF CLASSICAL CONDITIONING. The Associative Tradition. Pavlov's Conditioned Reflexes. The Need for Control Groups. What Behaviors Can Be Conditioned? A Universal Process? Summary. 3. PRINCIPLES AND APPLICATIONS. The Laws of Association. Contingency. Preparedness. Blocking. Applications of Conditioning. Summary. 4. THEORIES OF CONDITIONING. The Rescorla-Wagner Model. The Rescorla-Wagner Model: Deriving Predictions. Evaluating the Rescorla-Wagner Model. What is Learned During Conditioning? The Determinants of Performance. Conditioning in Humans. Summary. PART 3: OPERANT CONDITIONING. 5. REINFORCEMENT. Thorndike's Law of Effect. Basic Procedures. The Reinforcer. Delay of Reinforcement. Schedules of Reinforcement. Motivation. Stimulus Control. Shaping. Summary. 6. APPLICATIONS OF REINFORCEMENT. Reinforcement in the Classroom. The Problem of Maintaining Behavior. Harmful Effects of Reinforcement. Alternatives to Reinforcement: Modeling. Alternatives to Reinforcement: Self-Control. Summary. 7. PUNISHMENT AND EXTINCTION. Punishment. Side Effects of Punishment. Application: Children's Misbehavior. Extinction. Summary. PART 4: THEORETICAL PROCESSES IN ASSOCIATIVE LEARNING. 8. WHAT IS LEARNED? Early Views. Hull's S-R Theory. Tolman's Expectations. Habits and Expectations. Complex Learning. Summary. 9. THE ROLE OF MEMORY AND ATTENTION. A Model of Human Memory. Working Memory. The Role of Attention in Coding. Coding Relationships. Retrieval. The Associative Stage. Summary. 10. THE ROLE OF THE REINFORCER. Is Reinforcement Automatic? Is Reinforcement Necessary for Learning? The Avoidance Paradox. Reinforcement and Conditioning. Choosing a Response. Summary. 11. LEARNING IN AN EVOLUTIONARY CONTEXT. The General Process View. An Evolutionary Perspective. Are Classical Conditioning and Reinforcement Uniform Processes? Variations on an Associative Theme. Summary. 12. CONCEPT LEARNING: ASSOCIATIVE AND COGNITIVE PROCESSES. Concept Learning in Humans. Concept Learning in Animals. Abstract Concepts in Animals. The Neural Network Solution (To Association, Abstraction, and Everything...). Associative Learning and Cognition. Summary. REFERENCES. ACKNOWLEDGEMENTS. AUTHOR INDEX. SUBJECT INDEX. A FINAL WORD.
Teacher Education for Change
Author: Josef Huber, Pascale Mompoint-Gaillard
Publisher: Council of Europe
What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all? How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula? What are the values underlying our educational visions? The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.
This book provides new insights about learning by synthesising existing and emerging findings from cognitive and brain science.
"To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI) theory, which holds that the human mind is composed of eight intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic--plus a possible ninth (existential). This updated 3rd edition of Multiple Intelligences in the Classroom, Thomas Armstrong's bestselling practical guide for educators, includes two new chapters that address the worldwide reach of MI and rebut some common criticisms of the theory. This new edition includes updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life.
Author: Bruno Breitmeyer, Haluk Öğmen
Publisher: Oxford University Press
Where most current approaches to the study of visual consciousness adopt a 'steady-state' view, the approach presented in this book explores its dynamic properties down to a resolution in the millisecond range."--BOOK JACKET.