Cognitive Perspectives on Peer Learning (eBook, ePUB)

Redaktion: O'Donnell, Angela M.; King, Alison

• Format: ePub

Produktbeschreibung

The contribution of this book to the literature on peer learning is its focus on approaches to peer learning that are concerned with its underlying cognitive processes.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 376
• Erscheinungstermin: 8. April 2014
• Englisch
• ISBN-13: 9781135688189
• Artikelnr.: 38250046

Autorenporträt

Angela M. O'Donnell, Alison King

Inhaltsangabe

Contents: L.C. Wilkinson, Series Foreword. A.M. O'Donnell, A. King, Introduction. Part I:Cognitive Development Bases of Peer Learning: Overview. R. De Lisi, S.L. Golbeck, Implications of Piagetian Theory for Peer Learning. D.M. Hogan, J.R.H. Tudge, Implications of Vygotsky's Theory for Peer Learning. Part II:Cognitive-Elaborative Approaches to Peer Learning: Overview. N.K. Person, A.G. Graesser, Evolution of Discourse During Cross-Age Tutoring. A King, Discourse Patterns for Mediating Peer Learning. N.M. Webb, S. Farivar, Developing Productive Group Interaction in Middle School Mathematics. A.S. Palinscar, L.R. Herrenkohl, Designing Collaborative Contexts: Lessons From Three Research Programs. A.M. O'Donnell, Structuring Dyadic Interaction Through Scripted Cooperation. S.J. Derry, A Fish Called Peer Learning: Searching for Common Themes. Part III:Implications of Peer Learning for Teaching and Teacher Education: Overview. M.A. Cooper, Classroom Choices From a Cognitive Perspective on Peer Learning. M.S. Meloth, P.D. Deering, The Role of the Teacher in Promoting Cognitive Processing During Collaborative Learning. A.W. Hoy, M. Tschannen-Moran, Implications of Cognitive Approaches to Peer Learning for Teacher Education. T. Almog, R. Hertz-Lazarowitz, Teachers as Peer Learners: Professional Development in an Advanced Computer Learning Environment. A.M. O'Donnell, A. King, Concluding Remarks.

Rezensionen

"...this book does contain contributions to understanding the mechanisms through which peer assisted learning has its undoubtedly profound effects. The core content chapters contributed by the editors themselves are particularly valuable."
The British Journal of Educational Psychology