04522cam a22003498a 4500 6455 6455 16266785 OSt 20200129162850.0 100604s2011 nyu 001 0 eng 2010021699 9780415988834 (hardback : alk. paper) 9780415988841 (pbk. : alk. paper) 9780203837535 (ebook) DLC DLC DLC LB1062 .D497 2011 370.152 3 STE R 22 Developmental cognitive science goes to school / edited by Nancy L. Stein & Stephen W. Raudenbush. New York : Routledge, 2011. xiii, 346 p. : ill. ; 24 cm. Includes index. "Based on a conference held in the Fall of 2007, in Chicago." TABLE OF CONTENTS Preface Acknowledgements Volume Contributors List of Figures List of Tables 1. Developmental and Learning Sciences go to School: An Overview Nancy L. Stein Part I: Reading, Learning, and Teaching 2. Instructional Influences on Growth of Early Reading: Individualizing Student Learning Frederick J. Morrison & Carol M. Connor 3. Literacies for Learning: A Multiple Source Comprehension Illustration Susan R. Goldman, Yasuhiro Ozuru, Jason L.G. Braasch, Flori H. Manning, Kimberly A. Lawless, Kimberley W. Gomez, & Michael J. Slanovits 4. Constraints on Learning from Expository Science Texts Jennifer Wiley & Christopher A. Sanchez 5. Two Challenges: Teaching Academic Language and Working Productively with Schools Catherine E. Snow & Claire White 6. Learning to Remember: Mothers and Teachers Talking with Children Peter A. Ornstein, Catherine A. Haden, & Jennifer L. Coffman Part II: Science and Learning 7. A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) Nancy L. Stein, Marc W. Hernandez, & Florencia K. Anggoro 8. Science Classrooms as Learning Labs Rochel Gelman & Kimberly Brenneman 9. A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice Nancy R. Romance & Michael R. Vitale 10. Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences Friedrich Wilkening 11. Learning Newtonian Physics with Conversational Agents and Interactive Simulations Arthur C. Graesser, Don Franceschetti, Barry Gholson, & Scotty Craig Part III: Mathematical Learning 12. Emerging Ability to Determine Size: Use of Measurement Janellen Huttenlocher, Susan C. Levine, & Kristin R. Ratliff 13. Number Development in Context: Variations in Home and School Input During the Preschool Years Susan C. Levine, Elizabeth A. Gunderson, & Janellen Huttenlocher 14. Analogy and Classroom Mathematics Learning Lindsey E. Richland 15. Gestures in the Mathematics Classroom: What's the Point? Martha W. Alibali, Mitchell J. Nathan, & Yuka Fujimori 16. Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom Christine M. Massey, Philip J. Kellman, Zipora Roth, & Timothy Burke 17. Algebraic Misconceptions: A Test for Teacher (and Researcher Use) for Diagnosing Misconceptions of the Variable Joan Lucariello & Michele Tine 18. Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial Dor Abrahamson Part IV: Theoretical and Methodological Concerns 19. Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues James W. Pellegrino 20. The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design Thomas D. Cook, Manyee Wong, & Vivian C. Wong 21. Connecting Classroom Developmental Science to Educational Policy by Studying Classroom Instruction Stephen W. Raudenbush Index Cognitive learning Congresses. Science Study and teaching Congresses. Mathematics Study and teaching Congresses. Content area reading Congresses. Stein, Nancy L. Raudenbush, Stephen W. 7 cbc orignew 1 ecip 20 y-gencatlg ddc RFT 0 0 ddc 0 0 R-10/4 AIISH AIISH 2020-01-29 0 370.152 3 STE R 19533 2020-01-29 00:00:00 2020-01-29 RFT