Promoting Spontaneous Use of Learning and Reasoning Strategies (Routledge Research in Achievement and Gifted Education) (英語) ペーパーバック – 2017/10/2
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'This book addresses the critical issue of how to promote students’ use of effective learning strategies. The chapters provide strong theoretical and empirical support for applications drawn from international settings. Researchers and practitioners alike will benefit from the comprehensive coverage of this topic.' - Dale H. Schunk, The University of North Carolina, USA
'“… the search for information is a complex task that places high demand on content-related prior knowledge, self-regulatory skills, working memory capacity, and basal reading skills.” (Stadler et. al., P.48)
As illustrated in this one sentence, chapter after chapter of this important book gives the lie to populist strategy of posing a binary opposition between content knowledge and “21st century” skills or capabilities. The strong and necessary role of knowledge in capability development is clearly exemplified and theorised. The book is an invaluable source for teacher educators and teachers who want their students’ new knowledge and skills to endure―and be used―well beyond the next test or exam.' - Rosemary Hipkins, Chief researcher, New Zealand Council for Educational Research
Emmanuel Manalo is a professor at the Graduate School of Education at Kyoto University, Japan.
Yuri Uesaka is an assistant professor in the Division of Educational Psychology at the Graduate School of Education at the University of Tokyo, Japan.
Clark Chinn is a professor in the Department of Educational Psychology at Rutgers University, USA.