Applied cognitive research in K-3 classrooms
This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning Part 1, "Cognitive Applications in Early Elementary Classrooms," examines topics germane to the cognitive functioning of young children: working memory, executive functioning, theory of mind, phonemic awareness, and neuropsychological processing in the context of early elementary classrooms. Part 2, "Considerations for Further Research: Methods, Policy, and Issues," looks at practical and methodological issues of which applied cognitive researchers must remain cognizant: methodology, research designs, the gap between science and policy and means by which this gap can be diminished, and the need to consider how issues like ecological validity, individual differences, treatment integrity, and the relation between assessment and intervention are integral to designing applied cognitive research studies. The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites. Researchers must attend to the ecological validity of their studies. Universities must incorporate the results of research into their pre-professional training programs. Schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-12 Classrooms contributes strongly to these goals, not only by providing 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 but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.
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Working Memory and Classroom Learning
Executive Function School Readiness and School
Theory of Mind Understanding Teaching and Early
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academic acquisition activities Alloway analysis applied cognitive research approach assessment basic behavior Berninger brain chapter chil Child Development classroom cognitive abilities cognitive science complex component comprehension context data collection deficits Developmental Psychology dyslexia early ecological validity education research educational intervention Educational Psychology effects example executive function frontal frontal lobe Frye Gathercole goals grade Hale & Fiorello identify implemented important individual differences infants inhibition instruction involved issues Kindergarten knowledge language learning disabilities literacy lobe math mathematics measures ment National Academy National Research Council neuropsychological outcomes performance phonemic awareness phonological awareness practice predict prefrontal cortex preschool Press problem proficiency reading achievement reading skills representations role school achievement school readiness scores self-regulation Shaywitz short-term memory sounds specific strategies studies Swanson task teacher teaching theory of mind tion treatment integrity understanding visual vocabulary Vygotsky words young children Zelazo