Throughout the twentieth century there had been substantial links between scientific psychology and education. Binet, Dewey, Thorndike, and other early pioneers were strongly interested in both realms. Taking advantage of a period of enthusiasm, this title, originally published in 1983, looks at the amalgamation of the recent advances at the time in theory and research in education and psychology, with a particular focus on cognition, motivation and social policy. This volume presents and discusses the implications of this work on learning and motivation for educational policy.
Table of Contents
Preface. Part 1: Instructional Issues 1. Toward a Cognitive Theory of Instruction Lauren B. Resnick 2. In Search of a model of Instructional Research in Reading P. David Pearson and Rob Tierney 3. Child as Coinvestigator: Helping Children Gain Insight into their Own Mental Processes Marlene Scardamalia and Carl Bereiter 4. Forms of Understanding in Mathematical Problem Solving James G. Greeno 5. Investigating and Applying Developmental Psychology in the Science Classroom Anton E. Lawson Part 2: Motivation and Achievement 6. Motivated Cognitions Martin V. Covington 7. Some Thoughts about Feelings Bernard Weiner 8. On Doing Well in Science: Why Johnny No Longer Excels: Why Sarah Never Did Martin L. Maehr 9. Conceptions of Ability and Achievement Motivation: A Theory and its Implications for Education John G. Nicholls 10. Children’s Theories of Intelligence: Consequences for Learning Carol S. Dweck and Janine Bempechat Part 3: Education and Public Policy 11. Intellectually Talented Students: The Key is Curricular Flexibility Julian C. Stanley and Camilla P. Benbow 12. Fostering Student Learning and Motivation in the Elementary School Classroom Jere E. Brophy 13. Social Science and Social Policy: A Role for Universities Morton W. Weir. Author Index. Subject Index.