Learning from Text Across Conceptual Domains

ISBN-13: 9780805821833 / Angielski / Twarda / 1998 / 318 str.

Cynthia R. Hynd; Cynthia Hynd-Shanahan

Opis

This text explores learning at all ages with a particular focus on middle and high school classrooms. The contributors discuss the factors which complicate the production of readers and writers who understand, learn from and think critically about the information in various forms of text.

Spis treści

Contents: Preface. Introduction to Part I: The Nature of Knowledge and Learning. D. Pruitt, T. Sanders, M. Wayne, Interdisciplinary Instruction in a Southeastern High School. C.R. Hynd, S.A. Stahl, What Do We Mean by Knowledge and Learning? M. Carr, N.B. Mizelle, D. Charak, Motivation to Read and Learn From Text. Introduction to Part II: How Students Learn Content Knowledge. S.A. Stahl, Four Questions About Vocabulary Knowledge and Reading and Some Answers. R.C. Sorrells, B.K. Britton, What Is the Point? Tests of a Quick and Clean Method for Improving Instructional Text. B.A. VanSledright, L. Frankes, Literature's Place in Learning History and Science. C.R. Hynd, B. Guzzetti, When Knowledge Contradicts Intuition: Conceptual Change. L. Anderson-Inman, D. Reinking, Learning From Text in a Post-Typographic World. S.M. Glynn, M. Law, E.C. Doster, Making Text Meaningful: The Role of Analogies. Introduction to Part III: Learning Disciplinary Knowledge. L.C. Hern, M. Faust, M. Boyd, Literacy, Textuality, and the Expert: Learning in the English Language Arts. M.M. McMahon, B.B. McCormack, To Think and Act Like a Scientist: Learning Disciplinary Knowledge. P.A. Alexander, The Nature of Disciplinary and Domain Learning: The Knowledge, Interest, and Strategic Dimensions of Learning From Subject-Matter Text.

O autorze

Cynthia R. Hynd