Toward the Practice of theory-based Instruction

<p>This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.</p> <p><b>Contents: A. McKeough,</b> Three Perspectives on Learning and Instruction. <b>D.R. Olson,</b> Children's Understanding of Text and Interpretation. <b>J.V. Wertsch,</b> The Problem of Meaning in a Sociocultural Approach to Mind. <b>A. Sullivan Palincsar,</b> Scaffolded Instruction of Listening Comprehension With First Graders at Risk for Academic Difficulty. <b>B.Y.L. Wong,</b> Three Conceptual Perspectives on the Connections Between Reading and Writing Processes. <b>R.J. Sternberg,</b> A Triarchic Model For Teaching Intellectual Skills. <b>R. Case,</b> A Developmental Approach to the Design of Remedial Instruction. <b>J.L. Lupart,</b> A Theory, By Any Educational Perspective, Is Still A Theory.</p>