The Experts below are selected from a list of 75 Experts worldwide ranked by ideXlab platform

Erik De Corte - One of the best experts on this subject based on the ideXlab platform.

  • technology based learning environments psychological and educational foundations
    2011
    Co-Authors: Stella Vosniadou, Erik De Corte, Heinz Mandl
    Abstract:

    The design of educational technology has been driven mostly by technology and much too little by advances in Instructional Psychology and education. This book approaches educational technology from a psychological and educational point of view. Many of the chapters included draw the implications of cognitive theory for the construction of technology-based learning environments. Using specific examples, they show how technology could support the design of environments that are important to construct for educational and psychological reasons. Originating from a NATO Advanced Study Institute held in 1992, the book is part of the NATO Special Programme on Advanced Educational Technology.

  • Instructional Psychology past present and future trends sixteen essays in honour of eric de corte
    2006
    Co-Authors: Erik De Corte, Lieven Verschaffel
    Abstract:

    Preface Prof. dr. dr. h.c. Erik De Corte: A Biographical Sketch Introduction Part I: Learning and Development 1. Curriculum, Pedagogy, and Learning in Early Childhood: Sites for Struggle Sites for Progress Elizabeth Wood and Neville Bennett 2. Mathematics in the Mind: Architecture, Development, and Educational Implications Andreas Demetriou and Areti Panaoura 3. Attentional Processes, Abstraction, and Transfer in Early Mathematical Development Erno Lehtinen and Minna M. Hannula 4. Examining Mathematics Learning From a Conceptual Change Point of View: Implications for the Design of Learning Environments Stella Vosniadou and Xenia Vamvakoussi Part II: Learning, Reasoning, and Problem Solving 5. Reasoning With Mental Tools and Physical Artifacts in Everyday Problem-Solving Roger Saljo, Ann-Charlotte Eklund, and Asa Makitalo 6. Modelling for Life: Developing Adaptive Expertise in Mathematical Modelling From an Early age Wim Van Dooren, Lieven Verschaffel, Brian Greer, and Dirk De Bock Part III: Motivational and Emotional Aspects of Learning 7. Motivated Learning: What Is it and How can it Be Enhanced? Monique Boekaerts and Rob Martens 8. Student Learning in Context: Understanding the Phenomenon and the Person Noel Entwistle, Velda McCune, and Max Scheja 9. The Unhappy Moralist Effect: Emotional Conflicts Between Being Good and Being Successful Fritz Oser, Evi Schmid, and Lisa Hattersley Part IV: Learning and Assessment 10. Educational Assessment: Towards Better Alignment Between Theory and Practice James W. Pellegrino and Daniel T. Hickey 11. Learning and the Emerging New Assessment Culture Filip Dochy, David Gijbels, and Mien Segers Part V: Learning and Technology 12. The Difficult Marriage Between Education and Technology: Is the Marriage Doomed? Gavriel Salomon and Dani Ben-Zvi 13. Computer Support for Collaborative Learning Environments Heinz Mandl, Bernhard Ertl, and Birgitta Kopp 14. E-pedagogies for Networked Learning Robert-Jan Simons and Maarten de Laat Part VI: Instructional and Organizational Designs for Learning 15. From Individual Learning to Organizational Designs for Learning Lauren B. Resnick and James P. Spillane 16. From Plato to Brown and Beyond: Theory, Practice, and the Promise of Design Experiments Denis C. Phillips and Jonathan R. Dolle Contributors Author Index Subject Index

  • marrying theory building and the improvement of school practice a permanent challenge for Instructional Psychology
    Learning and Instruction, 2000
    Co-Authors: Erik De Corte
    Abstract:

    Abstract Recent research on learning and instruction has substantially advanced our understanding of the processes of knowledge and skill acquisition. However, school practices have not been innovated and improved in ways that reflect this progress in the development of a theory of learning from instruction. It is argued in this article that to be successful in making psychological theory and research applicable to education one should develop a strategy that combines the following basic characteristics: • good communication with practitioners which means that the relevant outcomes are translated in such a way that they become palatable, accessible, and usable for the teachers; • an orientation toward a fundamental change of teachers' belief systems about the goals of education and about good teaching and productive learning; • a holistic (as opposed to a partial) approach to the teaching–learning environment, i.e. all relevant components of the learning environment should be addressed. Taking this into account a successful approach for bridging the theory–practice gap is presented. This approach consists in carrying out design experiments involving the creation and evaluation in real classrooms of complex Instructional interventions that embody our present understanding of effective learning processes and powerful learning environments. In order to make a reasonable chance to be successful, such attempts at fundamentally changing the classroom environment and culture should be undertaken in partnership between researchers and reflective practitioners. Such partnership is essential to promote mutual good communication, but also in view of modifying and reshaping teachers' beliefs about education, learning, and teaching. This intervention approach which is illustrated with a recent research example, has a twofold goal: it intends to advance theory building, while at the same time contributing to the optimisation of classroom practices.

  • international encyclopedia of developmental and Instructional Psychology
    1996
    Co-Authors: Erik De Corte, Franz Emanuel Weinert
    Abstract:

    Section Headings. A General Framework of Human Development, Learning, and Instruction in Educational Perspective. General Issues of Human Development. Basic Cultural Conceptions and Scientific Theories of Human Development. Periods, Stages and Sequences of Human Development. Biological Approaches to Human Development. Personality Development in Social Context. Cognitive Development. Theories and Models of Learning in Educational Settings. Processes and Outcomes of Learning. Curriculum and the Psychology of Learning and Instruction. Social, Cultural, and Affective Aspects of Learning. Individual Differences and Learning and Instruction. Classroom Learning Environments. Computers, Media, and Learning. Learning in Adults. Learning in Children with Special Needs. Assessment and Learning.

  • a decade of research on word problem solving in leuven theoretical methodological and practical outcomes
    Educational Psychology Review, 1993
    Co-Authors: Lieven Verschaffel, Erik De Corte
    Abstract:

    This article provides an overview of a research program on elementary addition and subtraction word problem solving that has been conducted during the past 10 years at the Center for Instructional Psychology and Technology of the University of Leuven, Belgium. After a brief description of two closely related American research projects, the major findings of the Leuven project are reviewed and discussed. These findings, which derive from the application of a diversity of complementary methods and techniques, concern different aspects of elementary arithmetic word-problem solving, such as the effect of semantic as well as non-semantic task characteristics on problem difficulty, pupils' errors and correct solution strategies, the influence of Instructional variables on pupils' solutions, and so forth. Although these outcomes are largely in accordance with the results obtained in the American studies, they also complement them and challenge some of their findings and theoretical viewpoints. The final section of the article summarizes the major theoretical, methodological, and practical implications of the project and gives some perspectives for future research.

Jonathan Solity - One of the best experts on this subject based on the ideXlab platform.

  • Instructional Psychology and teaching reading ending the reading wars
    The Educational and Developmental Psychologist, 2020
    Co-Authors: Jonathan Solity
    Abstract:

    This article explores the ‘reading wars’ from the perspective of Instructional Psychology, which focuses on the environmental and Instructional factors that facilitate students’ progress in learnin...

  • real books vs reading schemes a new perspective from Instructional Psychology
    Educational Psychology, 2009
    Co-Authors: Jonathan Solity, Janet I Vousden
    Abstract:

    A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric‐driven, rather than research‐driven. This article provides a theoretical perspective derived from Instructional Psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children’s real books, and reading schemes, and examines the demands that they make on children’s sight vocabulary and phonic skills. The critical high‐frequency words and grapheme–phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more ...

  • the early reading research the impact of Instructional Psychology
    Educational Psychology in Practice, 2000
    Co-Authors: Jonathan Solity, Rachael P Deavers, Sue Kerfoot, George Crane, Karen J Cannon
    Abstract:

    The Early Reading Research (ERR), is a six-year research project investigating the most effective approaches to: improving reading standards; ensuring that every child can reach age and skill appropriate targets in reading; and, preventing the occurrence of reading difficulties. This article reviews the educational and psychological research into teaching reading and relates recent findings to theories and research emerging from Instructional Psychology, which underpins the 'framework for teaching reading' used within the ERR. Two studies are then summarised which evaluated the impact of the ERR reading framework. Study 1 involved a two-year experimental study where the progress of children following the ERR framework during reception and Year 1, was compared to that of children taught to read through their usual classroom methods. Study 2 involved a one-year study where the progress of a sample of children within the ERR was compared to children following the National Literacy Project. The article conclu...

  • raising literacy attainments in the early years the impact of Instructional Psychology
    Educational Psychology, 1999
    Co-Authors: Jonathan Solity, Rachael P Deavers, Sue Kerfoot, George Crane, Karen J Cannon
    Abstract:

    Abstract The National Literacy Strategy (DfEE, 1998) aims to raise literacy standards by 2002. The expectation is that 80% of Year 6 children will achieve Level 4 or above within the National Curriculum. This is seen to represent ‘zero tolerance of failure’. However, another interpretation of ‘zero tolerance of failure’ is that all children, including the 20% who are predicted to experience difficulties, will reach ageand skill‐appropriate targets in reading. This is the goal adopted for the Early Reading Research (ERR) reported in this article. The aims of the ERR are to investigate: (i) whether overall reading standards can be improved and (ii) the extent to which reading difficulties can be prevented. Despite all the recent research into phonological awareness and its relationship to reading, there has been very little research into how phonological skills are taught within a broader literacy framework to enable children both to increase their attainments and to prevent the occurrence of problems in le...

Eduardo Salas - One of the best experts on this subject based on the ideXlab platform.

  • application of cognitive skill based and affective theories of learning outcomes to new methods of training evaluation
    Journal of Applied Psychology, 1993
    Co-Authors: Kurt Kraiger, Kevin J Ford, Eduardo Salas
    Abstract:

    Although training evaluation is recognized as an important component of the Instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and Instructional Psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed

Neville T Postlethwaite - One of the best experts on this subject based on the ideXlab platform.

  • the international encyclopedia of education
    British Journal of Educational Studies, 1994
    Co-Authors: Torsten Husen, Neville T Postlethwaite
    Abstract:

    Over 1,200 entries, structured alphabetically, organized thematically around the following 22 major educational themes. Adult Education. Anthropology. Comparative and International Education. Curriculum. Economics of Education. Educational Administration. Educational Evaluation. Educational Research, Methodology, and Measurement. Educational Technology. Girls and Women in Education. History and Historiography of Education. Human Development. Instructional Psychology. Philosophy of Education. Policy and Planning. Preschool Education. Sociology of Education. Special Needs Education. Systems of Education. Teaching. Teacher Education. Vocational Education and Training.

Kurt Kraiger - One of the best experts on this subject based on the ideXlab platform.

  • application of cognitive skill based and affective theories of learning outcomes to new methods of training evaluation
    Journal of Applied Psychology, 1993
    Co-Authors: Kurt Kraiger, Kevin J Ford, Eduardo Salas
    Abstract:

    Although training evaluation is recognized as an important component of the Instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and Instructional Psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed