The purposes of this monograph are to reveal how the language arts teacher at any level of instruction might go about the teaching of reading as concept development and to suggest that this method of teaching reading be made part of the preparation of both the reading teacher and the English teacher. The monograph is composed of two parts. Part 1,…

This book presents the findings of 12 years of research. The data gathered and analyzed from almost 700 samples of children's' graphics show how powerful patterns of cognition (schema) in the early years of development gradually evolves into recognizable forms of writing and mathematics. The goal was to chart the progress of children's thinking…

This book explores concept-based learning across disciplines and grade levels. Teachers can use the specific strategies to create a seamless learning program that teaches students the skills they need to think conceptually and to solve problems in today's complex, changing world. Chapter 1 reviews national, state, and local standards through a set…

Designed for educators of children in kindergarten through grade six, this resource guide provides activities related to the concepts of peace and conflict. The activities are not, for the most part, sequenced and can be used singly to introduce concepts or to supplement other lessons. The activities also can be grouped into a unit of study, and…

This eight-chapter book clearly presents a theory of how children learn and, therefore, how teachers and others can help children think about science as well as other topics. Its ideas and techniques may be adopted for preschoolers when objects are conceptually ordered, or for theoretical physicists when findings are conceptually organized. In…

This is volume 5 in the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. The heart of this volume is the need to establish a continuity between sensory perceptions and conceptual development as children progress from work in…

The semantic module of the language development curriculum portion of the Early Childhood-Special Education Teacher Preparaton Program at the University of Virginia includes the following: (1) outlines of the ontogeny of semantic development of children from 3 to 92 months of age, and of the basic concepts of young children viewed as semantic…

This book, which is for K-12 teachers, teacher educators, administrators, and staff developers, explores concept-based learning. Chapter 1, "Interpreting and Aligning National, State, and Local Standards," reviews the national content standards through a set of concept-based questions to highlight the differences between concept-based and…

The main purpose of this monograph was to add to the understanding of interrelationships of measures of concept learning within and across subject-matter fields and their relationships with basic cognitive abilities. This monograph reports on the entire project, drawing much information from prior published individual reports which are referenced.…

The handbook, capsulizing much of the growing body of research and writing on conceptual approaches, is designed to provide assistance to elementary teachers in giving students a conceptual perspective for dealing with social studies content. The handbook is arranged in seven sections. After a brief discussion of the rationale for teaching…

This is volume 6 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. This book contains both a theoretical examination of the connection between instruction and the development of children, and experimental data on a definite…

This is volume 4 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. The introduction to this English language translation highlights the fact that significant advances have been made in the understanding of both the…

Nineteen models for teaching major generalizations, concepts, and valuing processes in elementary social studies are described. Intended for use by elementary social studies teachers, the models can be used as self-contained units, introductions to a more extensive course of study, and supplementary materials to enrich existing programs. The…