Developmental Cognitive Science Goes to School

<p>This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable "who's who" of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who are using basic learning theories from their respective disciplines to create better learning environments in school settings.</p><p><em>Developmental Cognitive Science Goes to School</em>:</p><ul> <p> </p> <li>presents evidence-based studies that describe models of complex learning within specific subject-area disciplines </li> <li>focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum</li> <li>gives critical attention to the topic of the ability to overcome errors and misconceptions</li> <li>addresses models that should be used to begin instruction for populations of children who normally fail at schooling.</li> </ul><p>This is a must-read volume for all researchers, students, and professionals interested in evidence-based educational practices and issues related to domain-specific teaching and learning. </p> <p>1. Developmental and Learning Sciences go to School: An Overview <em>Nancy L. Stein</em></p><p><strong>Part I: Reading, Learning, and Teaching</strong></p><p>2. Instructional Influences on Growth of Early Reading: Individualizing Student Learning <em>Frederick J. Morrison & Carol M. Connor</em></p><p>3. Literacies for Learning: A Multiple Source Comprehension Illustration <em>Susan R. Goldman, Yasuhiro Ozuru, Jason L.G. Braasch, Flori H. Manning, Kimberly A. Lawless, Kimberley W. Gomez, & Michael J. Slanovits</em></p><p>4. Constraints on Learning from Expository Science Texts <em>Jennifer Wiley & Christopher A. Sanchez</em></p><p>5. Two Challenges: Teaching Academic Language and Working Productively with Schools <em>Catherine E. Snow & Claire White</em></p><p>6. Learning to Remember: Mothers and Teachers Talking with Children <em>Peter A. Ornstein, Catherine A. Haden, & Jennifer L. Coffman</em></p><p><strong>Part II: Science and Learning</strong></p><p>7. A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) <em>Nancy L. Stein, Marc W. Hernandez, & Florencia K. Anggoro</em></p><p>8. Science Classrooms as Learning Labs<em> Rochel Gelman & Kimberly Brenneman</em></p><p>9. A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice<em> Nancy R. Romance & Michael R. Vitale</em></p><p>10. Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences<em> Friedrich Wilkening</em></p><p>11. Learning Newtonian Physics with Conversational Agents and Interactive Simulations<em> Arthur C. Graesser, Don Franceschetti, Barry Gholson, & Scotty Craig</em></p><p><strong>Part III: Mathematical Learning</strong></p><p>12. Emerging Ability to Determine Size: Use of Measurement <em>Janellen Huttenlocher, Susan C. Levine, & Kristin R. Ratliff</em></p><p>13. Number Development in Context: Variations in Home and School Input During the Preschool Years <em>Susan C. Levine, Elizabeth A. Gunderson, & Janellen Huttenlocher</em></p><p>14. Analogy and Classroom Mathematics Learning<em> Lindsey E. Richland</em></p><p>15. Gestures in the Mathematics Classroom: What's the Point? <em>Martha W. Alibali, Mitchell J. Nathan, & Yuka Fujimori</em></p><p>16. Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom <em>Christine M. Massey, Philip J. Kellman, Zipora Roth, & Timothy Burke</em></p><p>17. Algebraic Misconceptions: A Test for Teacher (and Researcher Use) for Diagnosing Misconceptions of the Variable<em> Joan Lucariello & Michele Tine</em></p><p>18. Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial<em> Dor Abrahamson</em></p><p><strong>Part IV: Theoretical and Methodological Concerns</strong></p><p>19. Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues<em> James W. Pellegrino</em></p><p>20. The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design<em> Thomas D. Cook, Manyee Wong, & Vivian C. Wong</em></p><p>21. Connecting Classroom Developmental Science to Educational Policy by Studying Classroom Instruction <em>Stephen W. Raudenbush</em></p><p>Index</p>