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Psychology Of Learning For Instruction

Author: Marcy Perkins Driscoll
Publisher: Allyn & Bacon
ISBN: 9780205263219
Size: 55.41 MB
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In this text, the applications and implications of learning theories are explained and illustrated using examples ranging from primary school instruction to corporate training. A theme of the book is reflective practice, designed to foster a critical and reflective mode of thinking when considering any approach to learning and instruction.

Psychology In Learning And Instruction

Author: Patricia A. Alexander
Publisher: Prentice Hall
Size: 59.33 MB
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This book introduces future educators and researchers to several different psychological perspectives and uses these perspectives to introduce key issues such as knowledge acquisition and transfer, strategic process, and student motivation. As an editor and reviewer of the top journals in the field, the author is able to present the latest research in language that is accessible and understandable. Unlike other books that are organized around theoretical topics valued by psychologists, it is organized around education problems and issues deemed important by educators.

Handbook Of Educational Psychology

Author: Lyn Corno
Publisher: Routledge
ISBN: 1317420551
Size: 11.74 MB
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The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.

Knowing Learning And Instruction

Author: Robert Glaser
Publisher: Psychology Press
ISBN: 9780805804607
Size: 72.64 MB
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Celebrating the 20th anniversary of the Learning Research and Development Center (RDC) at the University of Pittsburgh, these papers present contemporary research on cognition and instruction. The book pays homage to Robert Glaser, foudner of LRDC, and includes debates and discussions about issues of fundamental importance to the cognitive science of instruction.

Transfer Of Learning

Author: Robert E. Haskell
Publisher: Academic Press
ISBN: 0123305950
Size: 37.62 MB
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Educators and educational psychologists recognize transfer of learning as a significant issue in various fields of instruction. Transfer of learning cuts across various educational domains, curricula, and methods. This book shows that transfer of learning is not just a technique of learning or instruction, but a way of thinking and knowing.

Learning And Instruction

Author: Richard E. Mayer
Publisher: Prentice Hall
ISBN: 9780131707719
Size: 35.91 MB
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Describes how students learn and the ways instruction can promote learning.

Metacognition In Learning And Instruction

Author: Hope J. Hartman
Publisher: Springer Science & Business Media
ISBN: 9401722439
Size: 67.84 MB
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Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.

Cognitive Development And Learning In Instructional Contexts

Author: James P. Byrnes
Publisher: Allyn & Bacon
Size: 14.29 MB
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Cognitive Development and Learning in Instructional Contexts is designed to summarize psychological research on students' learning in reading, mathematics, social studies, writing and science. This book discusses how children learn different subject areas so that teachers can better individualize instruction for diverse classrooms. A section on instructional implications appears toward the end of each chapter to help the student apply theory to practice.

Handbook Of Research On Learning And Instruction

Author: Richard E. Mayer
Publisher: Routledge
ISBN: 1136882146
Size: 79.17 MB
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During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations. Each chapter reviews empirical research in a specific domain and is structured as follows: Introduction – Defines key constructs and provides illustrative examples or cases. Historical Overview – Summarizes the historical context for the topic or domain. Theoretical Framework – Summarizes major models or theories related to the topic or domain. Current Trends and Issues – Synthesizes the research literature and highlights key findings or conclusions. Practical Implications – Suggests relevance of the research for educational practice. Future Directions – Considers next steps or stages needed for future research.

Handbook Of Individual Differences Learning And Instruction

Author: David H. Jonassen
Publisher: Routledge
ISBN: 1136481060
Size: 20.63 MB
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Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners. Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.