Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…

In this unique collaboration, the authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. Readers learn the steps in the process, including analyzing the child's problem, teaching the child to focus…

Practitioners and teachers should be able to justify their chosen techniques by taking into account research results: This is evidence-based practice (EBP). We argue that, specifically, statistical practice and statistics education should be guided by evidence, and we propose statistical cognition (SC) as an integration of theory, research, and…

Presenting highlights from the past decade of East Central Writing Centers Association conferences, this book addresses the questions of how writing conferences foster the development of writing ability and how teachers can give students control of their own writing and of the writing conference and thus promote higher-order thinking. By providing…

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

When educators refer to "reciprocity" in Reading Recovery, most often they are referring to the connections that can be made across reading and writing through teaching and learning actions--each reading or writing act has the potential for providing a context for learning about the other (Clay, 1998), and in this way, influencing each…

Students write a great deal during their school years, but they apparently never realize that writing affects their lives outside of school and can often even be important to their success. Research on the composing process has enabled teachers to separate the writing process from its product, but theory, practice, and research still focus on the…

This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive…

Presents a technique for remediating comprehension difficulties that is based on four principles of effective instruction that can be derived from comprehension research. (FL)

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

Intended for use as a college text, this book teaches the fundamental thinking, reasoning, and language abilities that students need for academic success; presents foundational thinking, reasoning, and language abilities in a developmentally sequenced way; engages students in the active process of thinking; provides context by continually relating…

Presents a direct instruction approach to reading comprehension that stresses the use of three forms of knowledge--declarative, procedural, and conditional. Offers a sample lesson demonstrating the application of this approach for teaching a comprehension skill, and concludes with a discussion of how comprehension skill instruction in commercial…

Noting research suggesting that something more than rote memorization is involved in the process of spelling, this paper describes effective instructional strategies to help students improve their spelling abilities. Following an introduction on the memorization/cognition camps in spelling research, the paper discusses current, but less effective,…

Problems are identified in adapting findings of laboratory-based cognitive instruction to mainstream classes. A metacognitive instruction model called Process-based Instruction (PBI) is then described. PBI recognizes the importance of interactions between student, teacher, and curriculum content and involves assessment, orientation, strategy…