幼児・初等教育における応用認知研究 Applied Cognitive Research in K-3 Classrooms

Thurman, S. Kenneth (EDT)/ Fiorello, Catherine A. (EDT)

Routledge（2008/01発売）

• 製本 Hardcover:ハードカバー版／ページ数 312 p.
• 言語 ENG
• 商品コード 9780805858211
• DDC分類 370.152

基本説明

Helps to set an agenda for further research that applies cognitive psychology in early elementary classrooms.

Full Description

This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning




Part 1, "Cognitive Applications in Early Elementary Classrooms," examines topics germane to the cognitive functioning of young children: working memory, executive functioning, theory of mind, phonemic awareness, and neuropsychological processing in the context of early elementary classrooms.




Part 2, "Considerations for Further Research: Methods, Policy, and Issues," looks at practical and methodological issues of which applied cognitive researchers must remain cognizant: methodology, research designs, the gap between science and policy and means by which this gap can be diminished, and the need to consider how issues like ecological validity, individual differences, treatment integrity, and the relation between assessment and intervention are integral to designing applied cognitive research studies.

The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites: researchers must attend to the ecological validity of their studies, universities must incorporate the results of research into their pre-professional training programs, and schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.

Contents

@contents: Selected Contents:

Table of Contents

Preface

INTRODUCTION

Chapter 1: Cognition in the Early Elementary Classroom

Mary C. McKenna, Erin K. Jurgensen, and S. Kenneth Thurman

PART ONE: Cognitive Applications in Early Elementary Classrooms

Chapter 2: Working Memory and Classroom Learning

Susan E. Gathercole and Tracy Packiam Alloway

Chapter 3: Executive Function, School Readiness and School Achievement

Ulrich Muller, Dana Lieberman, Douglas Frye and Philip David Zelazo

Chapter 4: Theory of Mind, Understanding Teaching and Early Childhood Education

Douglas Frye and Zhenlin Wang

Chapter 5: Translating Cognitive Science to the Classroom: The Role of Phonological

Sensitivity and Vocabulary in the Development of Early Literacy Skills

James P. Byrnes and Barbara A. Wasik

Chapter 6: Validating Individual Differences through Examination of Converging

Psychometric and Neuropsychological Models of Cognitive Functioning

Catherine A. Fiorello, James B. Hale, Lindsey E. Snyder, Elizabeth Forrest and Annemarie Teodori

PART TWO: Considerations for Further Research: Methods, Policy and Issues

Chapter 7: Data Collection Methods: Potential Pitfalls when Implementing Early

Reading Programs as Educational Interventions

Gary D. Phye

Chapter 8: Experimental Approaches for Overcoming Practical Challenges of

Classroom Research

Sharon M. Carver

Chapter 9: Bridging the Gap between Psychological Science and Educational Policy

and Practice

Gregory White, Gwen Frishkoff, and Merry Bullock

Chapter 10: Issues and Concerns in Conducting Applied Cognitive Research

S. Kenneth Thurman and Marissa H. Kiepert