ERIC Number: ED438098
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
Cognitive Perspectives on Peer Learning. Rutgers Invitational Symposium on Education.
O'Donnell, Angela M., Ed.; King, Alison, Ed.
Considerable attention has been given recently to how children educate each other and how to maximize the cognitive benefits of peer learning. Based on papers presented at a 1996 symposium on Cognitive Skills and Learning with Peers, this book focuses on peer learning. Part 1 presents implications of Piaget's and Vygotsky's theories. Part 2 describes several techniques originating from cognitive theories. Part 3 considers the teacher's role. The chapters are: (1) "Implications of Piagetian Theory for Peer Learning" (Richard De Lisi and Susan L. Golbeck); (2) "Implications of Vygotsky's Theory for Peer Learning" (Diane M. Hogan and Jonathan R. H. Tudge); (3) "Evolution of Discourse during Cross-Age Tutoring" (Natalie K. Person and Arthur G. Graesser); (4) "Discourse Patterns for Mediating Peer Learning" (Alison King); (5) "Developing Productive Group Interaction in Middle School Mathematics" (Noreen M. Webb and Sydney Farivar); (6) "Designing Collaborative Contexts: Lessons from Three Research Programs" (Annemarie Sullivan Palinscar and Leslie Rupert Herrenkohl); (7) "Structuring Dyadic Interaction through Scripted Cooperation" (Angela M. O'Donnell); (8) "A Fish Called Peer Learning: Searching for Common Themes" (Sharon J. Derry); (9) "Classroom Choices from a Cognitive Perspective on Peer Learning" (Marie A. Cooper); (10) "The Role of the Teacher in Promoting Cognitive Processing during Collaborative Learning" (Michael S. Meloth and Paul D. Deering); (11) "Implications of Cognitive Approaches to Peer Learning for Teacher Education" (Anita Woolfolk Hoy and Megan Tschannen-Moran); and (12) "Teachers as Peer Learners: Professional Development in an Advanced Computer Learning Environment" (Tamar Almog and Rachel Hertz-Lazarowitz). (Contains approximately 600 references.) (KB)
Descriptors: Cognitive Processes, Constructivism (Learning), Cooperative Learning, Discourse Analysis, Educational Practices, Elementary Education, Elementary School Students, Learning Processes, Learning Theories, Mathematics Instruction, Middle School Students, Modeling (Psychology), Peer Relationship, Peer Teaching, Piagetian Theory, Professional Development, Teacher Role, Teaching Methods, Theory Practice Relationship
Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahway, NJ 07430-2662 (hardcover: ISBN-0-8058-2447-2, $79.95; paperback: ISBN-0-8058-2448-0, $36). Tel: 800-926-6579 (Toll- free), 201-236-9500; Fax: 201-760-3735; e-mail: firstname.lastname@example.org.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dyads; Social Constructivism; Vygotsky (Lev S)
Note: Papers originally presented at symposium on Cognit