Applied Cognitive Research in K-3 Classrooms provides 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 of research in the school environment and sets an agenda for further research that applies cognitive psychology in early elementary classrooms.
Applied Cognitive Research in K-3 Classrooms provides 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 of research in the school environment and sets an agenda for further research that applies cognitive psychology in early elementary classrooms.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
@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
@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
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