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Showing 121 to 135 of 384 results Save | Export
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Rouet, Jean-François; Britt, M. Anne; Durik, Amanda M. – Educational Psychologist, 2017
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading:…
Descriptors: Reading Strategies, Reading Skills, Models, Reading Comprehension
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Strømsø, Helge I. – Educational Psychologist, 2017
Research on multiple source use concerns how readers handle a number of different, often conflicting or discrepant, information sources to construct a mental representation of content. Students are increasingly being exposed to such complex reading situations, both in and outside of school. The digital world demands multiple source use, and…
Descriptors: Models, Reading Comprehension, Information Sources, Cognitive Processes
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Richter, Tobias; Maier, Johanna – Educational Psychologist, 2017
In this article, we examine the cognitive processes that are involved when readers comprehend conflicting information in multiple texts. Starting from the notion of routine validation during comprehension, we argue that readers' prior beliefs may lead to a biased processing of conflicting information and a one-sided mental model of controversial…
Descriptors: Models, Cognitive Processes, Beliefs, Reading Comprehension
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Braasch, Jason L. G.; Bråten, Ivar – Educational Psychologist, 2017
Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that…
Descriptors: Reading Processes, Cognitive Processes, Models, Text Structure
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Mercier, Hugo; Boudry, Maarten; Paglieri, Fabio; Trouche, Emmanuel – Educational Psychologist, 2017
We summarize the argumentative theory of reasoning, which claims that the main function of reasoning is to argue. In this theory, argumentation is seen as being essentially cooperative (people have to listen to others' arguments and be ready to change their mind) but with an adversarial dimension (their goal as argument producers is to convince).…
Descriptors: Persuasive Discourse, Logical Thinking, Theories, Group Discussion
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Winstone, Naomi E.; Nash, Robert A.; Parker, Michael; Rowntree, James – Educational Psychologist, 2017
Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195…
Descriptors: Feedback (Response), Learner Engagement, Intervention, Taxonomy
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Mashburn, Andrew J. – Educational Psychologist, 2017
Classroom observations are increasingly common in education policies as a means to assess the quality of teachers and/or education programs for purposes of making high-stakes decisions. This article considers one policy, the Head Start Designation Renewal System (DRS), which involves classroom observations to assess the quality of Head Start…
Descriptors: Preschool Education, Disadvantaged, Educational Policy, Educational Quality
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Clarà, Marc – Educational Psychologist, 2017
Although current interpretations of Vygotsky's theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of "zone of proximal development" has aroused strong disagreement, and the common conceptualization of the notion of "nonspontaneous concept" has…
Descriptors: Sociocultural Patterns, Learning Theories, Educational Psychology, Concept Formation
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Fives, Helenrose; Barnes, Nicole; Buehl, Michelle M.; Mascadri, Julia; Ziegler, Nathan – Educational Psychologist, 2017
Epistemic cognition represents aspects of teachers' thinking focused on issues related to knowledge, which may have particular relevance for classroom assessment practices given that teachers must discern what their students know and then use this information to inform instruction. We present a model of epistemic cognition in teaching with a focus…
Descriptors: Classroom Techniques, Epistemology, Cognitive Processes, Thinking Skills
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Bråten, Ivar; Muis, Krista R.; Reznitskaya, Alina – Educational Psychologist, 2017
In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial issues. This is because teachers' epistemic cognition may facilitate or constrain their implementation of instruction aiming to…
Descriptors: Epistemology, Controversial Issues (Course Content), Classroom Communication, Discussion (Teaching Technique)
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Lunn Brownlee, Jo; Ferguson, Leila E.; Ryan, Mary – Educational Psychologist, 2017
There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and…
Descriptors: Epistemology, Reflective Teaching, Critical Thinking, Teaching Methods
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Weinstock, Michael; Kienhues, Dorothe; Feucht, Florian C.; Ryan, Mary – Educational Psychologist, 2017
To discuss reflexive practice in relation to epistemic cognition, we posit informed reflexivity as an epistemic virtue that is informed by its particular context and purposes of knowing and action and promotes use of reliable processes to achieve epistemic aims. It involves reasoning about social relationships in which a person is embedded when…
Descriptors: Reflective Teaching, Reflection, Epistemology, Context Effect
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Feucht, Florian C.; Lunn Brownlee, Jo; Schraw, Gregory – Educational Psychologist, 2017
Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity…
Descriptors: Reflective Teaching, Epistemology, Cognitive Processes, Teacher Education
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Alexander, Patricia A. – Educational Psychologist, 2017
In this commentary, theoretical principles pertaining to the role of epistemic cognition in teaching and professional development, synthesized from the content of this special issue on reflection and reflexivity, are proffered. These theoretical notions are then followed with a critical analysis of specific challenges encountered in enacting these…
Descriptors: Reflection, Theory Practice Relationship, Reflective Teaching, Faculty Development
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Hofer, Barbara K. – Educational Psychologist, 2017
Reflection on practice is a core principle for guiding improvement in professional work such as teaching and can be enhanced by reflection on epistemic cognition, the way we think about knowledge and knowing. Viewed as an intellectual virtue, a habit of mind, and a learnable skill, epistemic reflection can help teachers learn to critically…
Descriptors: Epistemology, Reflective Teaching, Educational Practices, Case Studies
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