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Showing 1 to 15 of 19 results Save | Export
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Unger, John A.; Liu, Rong; Scullion, Vicki A. – Reading Matrix: An International Online Journal, 2015
This theory-into-practice paper integrates Tomasello's concept of Joint Attentional Frames and well-known ideas related to the work of Russian psychologist, Lev Vygotsky, with more recent ideas from social semiotics. Classroom procedures for incorporating student-created Joint Attentional Frames into literacy lessons are explained by links to…
Descriptors: Attention, Evidence, Reading Processes, Writing Processes
Jones, Barbara; Chang, Sandy; Heritage, Margaret; Tobiason, Glory; Herman, Joan – Center on Standards and Assessments Implementation, 2015
This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…
Descriptors: Educational Resources, Career Readiness, College Readiness, Gifted Disadvantaged
Doughty, Catherine J., Ed.; Long, Michael H., Ed. – 2003
This handbook provides an integrated discussion of key issues in second language acquisition (SLA). The 24 chapters include the following: (1) "The Scope of Inquiry and the Goals of SLA" (Catherine J. Doughty and Michael H. Long); (2) "On the Nature of Interlanguage Representation: Universal Grammar in the Second Language"…
Descriptors: Cognitive Processes, Data Collection, Elementary Secondary Education, Grammar
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Corno, Lyn – International Journal of Educational Research, 2000
Describes this special double issue, which presents work on the topic of volition related to education. "Volition" entails plans to sustain motivation and implement goals, along with strategic regulation of cognition and affect in the completion of tasks. The first issue presents a theoretical overview of volition, and the second…
Descriptors: Educational Objectives, Educational Theories, Elementary Secondary Education, Higher Education
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Kuhl, Julius – International Journal of Educational Research, 2000
Discusses the volitional basis of Personality Systems Interaction Theory (PSI) and applies it to the improvement of conditions for learning and psychological treatment. The theory explains motivational and volitional phenomena, including concentration, coping with failure, identification and intrinsic commitment to personal goals, persistence, and…
Descriptors: Coping, Educational Objectives, Educational Theories, Elementary Secondary Education
Summers, Jerry A.; Shobe, Robert E. – 1983
The authors state that this monograph provides information on how teachers and other school officials may assist students to score better on tests. The emphasis is on the development of test-taking skills, rather than on cognitive development. The contents include: (1) matching objectives, instruction, and testing; (2) assessment and test anxiety;…
Descriptors: Achievement Gains, Elementary Secondary Education, Guessing (Tests), Instructional Materials
Searls, Evelyn F. – 1980
After expanding on the definition of advance organizers as proposed by David Ausubel, this paper offers possible reasons for the lack of strong empirical support for the use of the strategy. It then cites examples of the successful use of advance organizers with learners from nursery school through college and in a variety of disciplines. The…
Descriptors: Advance Organizers, Elementary Secondary Education, Guidelines, Intentional Learning
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Owings, Richard A.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1979
In three experiments, memory for intentionally encoded words was compared with memory for encodings, induced by asking semantic, phonemic, or surface questions. Subjects were second-, fourth-, and sixth-grade students, and junior and senior high school students. (Author/MP)
Descriptors: Age Differences, Cognitive Processes, Elementary School Students, Elementary Secondary Education
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Scheurman, Geoffrey; Newman, Fred M. – Social Education, 1998
Describes criteria for authentic intellectual achievement in social studies, as well as the assessment and instruction tasks necessary to achieve these criteria. Emphasizes the importance of the construction of knowledge, disciplined inquiry, and the development of qualities of reasoning that have value outside school. (MJP)
Descriptors: Academic Achievement, Cognitive Processes, Constructivism (Learning), Educational Theories
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Conte, Richard; Andrews, Jac – Journal of Learning Disabilities, 1993
In response to Gresham and Elliott (1989), who concluded that a social skills deficit should not constitute a learning disability, this paper claims that current definitions allow for including social skills deficits. They propose limiting the definition of learning disabilities to intentional learning contexts, thus excluding social skills…
Descriptors: Definitions, Educational Diagnosis, Elementary Secondary Education, Handicap Identification
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Palincsar, Annemarie Sullivan – Remedial and Special Education (RASE), 1990
In response to Derry (EC 233 120), this article illustrates features of effective learning strategy instruction with disabled learners by examining the decisions the teacher confronts, such as determining the purposes of instruction, the context in which instruction occurs, and the roles of the teacher and student. (Author/DB)
Descriptors: Decision Making, Disabilities, Elementary Secondary Education, Instructional Design
Burack, Jacob A.; Zigler, Edward – American Journal on Mental Retardation, 1990
When 40 organically mentally retarded, 33 familial retarded, and 35 nonretarded school-age children were compared on 2 tasks of intentional memory, with mental age being covaried, the nonretarded children performed best, followed by the familial group. The 3 groups did not differ on a task of incidental learning. (Author/JDD)
Descriptors: Elementary Secondary Education, Etiology, Family Influence, Incidental Learning
Los Angeles Unified School District, CA. Research and Evaluation Branch. – 1982
The Research and Evaluation Branch of the Los Angeles Unified School District presents a bulletin to help prepare students to do their best on achievement tests. The bulletin is divided into five sections. After an introduction, section 2, "Characteristics of Today's Standardized Achievement Tests" discusses test content, test format,…
Descriptors: Academic Achievement, Achievement Tests, Check Lists, Elementary Secondary Education
Johnson, Eugene R.; And Others – 1983
The Kaufman-Assessment Battery for Children (K-ABC), a new individually administered intelligence and achievement instrument, includes several subtests on which the examiner may teach the task to the subject. The purpose of this study was to determine if teaching or training could influence the test outcome and thus, lower the reliability of the…
Descriptors: Academic Achievement, Elementary Secondary Education, Individual Testing, Intelligence Tests
Snart, Fern; Mulcahy, Robert – 1979
Age differences in recognition and recall of common nouns were studied using three groups of fifty students, with mean ages of 6.7, 11.4, and 16.9. Subjects were randomly placed in either an incidental or intentional learning condition. All subjects were questioned about the physical, phonemic, and semantic aspects of the same words, in the same…
Descriptors: Abstract Reasoning, Age Differences, Difficulty Level, Elementary Secondary Education
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