Carlson / Jerry / Levin Instructional Strategies for Improving Students' Learning

1. Auflage 2012
ISBN: 978-1-61735-631-5
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 227 Seiten

The twin objectives of the series Psychological Perspectives on Contemporary Educational Issues are: (1) to identify issues in education that are relevant to professional educators and researchers; and (2) to address those issues from research and theory in educational psychology, psychology, and related disciplines. The present volume, consisting of two focal chapters, commentaries, and final responses targets instructional strategies for improving students’ learning in two of the traditional “three R” areas, reading and ?rithmetic (mathematics), in the elementary school grades. The focal chapters in those two skill areas are written by leading contributors to the reading and mathematics research literatures, Cathy Collins Block for the reading section and Douglas Clements and Julie Sarama for the mathematics section. Few would dispute the essentiality of these two curricular domains in laying the foundation for the development of students’ competencies in a vast array of academic disciplines in both the in and outofschool years that lie ahead. The present volume is intended for practitioners and researchers who are seeking the latest instructional researchbased strategies for improving students’ early reading and mathematics performance.

Autoren/Hrsg.

Carlson, Jerry

Carlson,

Jerry,

Levin,

R., Joel

Inhaltsverzeichnis

1;Cover;1
2;Series;2
3;Instructional Strategies for Improving Students’ Learning;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Contents;6
6;Editors’ Introduction;8
7;Section 1: Reading Instructional Strategies;12
8;Chapter 1: Proven and Promising Reading Instruction;14
9;Chapter 2: Proven and Promising;54
10;Chapter 3: Reflections on What’s Proven and Where the Promise Lies;64
11;Chapter 4: Good Intentions and Unexpected Consequences;76
12;Chapter 5: Understanding Reading Research from Different Sociocultural Historical Contexts;90
13;Chapter 6: From Proven and Promising Reading Instruction to Paving New Paths;98
14;Section 2: Mathematics Instructional Strategies;116
15;Chapter 7: Learning and Teaching Early and Elementary Mathematics;118
16;Chapter 8: Comments on Learning and Teaching Early and Elementary Mathematics;174
17;Chapter 9: The Common Core Mathematics Standards as Supports for Learning and Teaching Early and Elementary Mathematics;188
18;Chapter 10: You Can’t Play 20 Questions with Mathematics Teaching and Learning, and Win;198
19;Chapter 11: Learning Trajectories Through a Sociocultural Lens;208
20;Chapter 12: Walking the Same Broad Path(with Side Trips);216
21;About the Editors;224