Encore -- :(Resnick Lauren B Education and Learning to Think)

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Education and Learning to Think (P) Lauren B. Resnick

Galo, Dorothy

Review | The Mathematics Teacher, 1988 Oct 01. 81(7), 596-596. Please log in to see more details

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Education and learning to think / Lauren B. Resnick.

Resnick, Lauren B.

Book | 1987

Available at Available Merrill-Cazier Books (2nd Floor South) (Call number: BF 455 .R47X 1987)

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Merrill-Cazier Books (2nd Floor South)	BF 455 .R47X 1987	Available

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Education and Learning to THINK Lauren B. Resnick

Andersen, Hans O.

Review | The Science Teacher, 1988 May 01. 55(5), 82-82. Please log in to see more details

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EDUCATION AND LEARNING TO THINK Lauren B. Resnick

Lockledge, Ann

Review | Middle School Journal, 1989 Nov 01. 21(2), 38-38. Please log in to see more details

Full Text from JSTOR

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From ritual to explorative participation in discourse-rich instructional practices: a case study of teacher learning through professional development

Heyd-Metzuyanim, Einat;Smith, Margaret;Bill, Victoria;Resnick, Lauren B.

Academic Journal | Educational Studies in Mathematics. June 2019, Vol. 101 Issue 2, p273, 17 p. Please log in to see more details

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Education and Learning To Think.

Resnick, Lauren B.

Report | 01/01/1987 Please log in to see more details

An analysis is presented of the latest findings from psychology and education on how c... more

Education and Learning To Think.

01/01/1987

An analysis is presented of the latest findings from psychology and education on how children acquire complex thinking skills and learn to reason, and how the schools can teach such skills more effectively. This paper reviews previous research, highlights successful learning strategies, and makes specific recommendations about problems and directions requiring further study. Among the topics covered are: (1) the nature of thinking and learning; (2) the possibilities of teaching general reasoning; (3) the attempts to improve intelligence; (4) thinking skills in academic disciplines; (5) methods of cultivating the disposition toward higher order thinking and learning; and (6) the integral role motivation plays in these activities. References are included. (JD)

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ERIC

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Learning in a World of Cultural and Social Change. Interdisciplinary Perspective

Mateusz Marciniak (ed.);Joanna Sikorska (ed.);Michał Klichowski (ed.);Hanna...

eBook | 2023 Please log in to see more details

The topic of learning is fashionable, and studies on learning constitute a trend in re... more

Learning in a World of Cultural and Social Change. Interdisciplinary Perspective

2023

The topic of learning is fashionable, and studies on learning constitute a trend in research. Following these trends, however, one must remember that learning research should be conducted in a way that closely links them to practical measures. They should thus be easily applied in authentic learning situations and serve to change educational practice. That was our goal in creating this book. On the one hand, we decided to consider current scientific trends in learning research. On the other, we also wanted our analysis to have a practical dimension. The book is divided into three interrelated parts. The first section focuses on various processes and phenomena shaping our current reality. It concerns selected civilizational transformations, which might be considered the background for the learning and teaching processes analyzed in the subsequent chapters. The second part of the monograph provides insight into the mission of education in the postmodern era, with a focus on learning, development and support for the competencies essential for citizens of the present-day world. The final part tackles the meaning of new media and ICT tools in learning and teaching processes. The monograph does not aspire to be a comprehensive overview of contemporary education, learning and teaching. It is rather an invitation for readers to reflect on mutual connections between the rapidly transforming reality and educational processes.

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Education - Learning

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eBook Collection (EBSCOhost)

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Education and learning to think

Resnick, Lauren B.;Resnick, Lauren B.

Book | Education and learning to think; 01/01/1987 Please log in to see more details

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Self-Directed Learning in the Era of the COVID-19 Pandemic: Research on the Affordances of Online Virtual Excursions (NWU Self-Directed Learning Series Volume 9)

Josef de Beer (https://orcid.org/0000-0002-2411-6599);Neal Petersen (https:...

eBook | 2022; Vol. 00009 Please log in to see more details

The book is devoted to scholarship in the field of pre-service teacher education, with... more

Self-Directed Learning in the Era of the COVID-19 Pandemic: Research on the Affordances of Online Virtual Excursions (NWU Self-Directed Learning Series Volume 9)

2022; Vol. 00009

The book is devoted to scholarship in the field of pre-service teacher education, with a specific focus on research into the enhancement of self-directed learning, and contributes to the discourse on creating a disposition towards self-directed learning during the social and academic integration of first-year students within higher education institutions. Two chapters also deal with research on the development of self-directed learning and nuanced understandings of the chosen professions of Law and Health Sciences students. The target audience is scholars working in the fields of teacher education, self-directed learning, engaging pedagogies, problem-based learning, cooperative learning and gamification. Whereas social constructivist learning theory served as an overarching theoretical framework for the virtual excursions, the various chapters in the book also draw on other secondary theories, such as self-determination theory, social interdependence theory, gender theory and the with fitness model of Kounin (1970).

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COVID-19 (Disease) - COVID-19 Pandemic, 2020---Influence - Self-managed learning

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eBook Collection (EBSCOhost)

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The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom.

Chen, Gaowei;Zhang, Jiahong;Chan, Carol K. K.;Michaels, Sarah;Resnick, Laur...

Academic Journal | British Educational Research Journal. Jun2020, Vol. 46 Issue 3, p631-652. 22p. 2 Diagrams, 4 Charts. Please log in to see more details

This study seeks to understand the emotional connection of teachers' academically prod... more

The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom.

British Educational Research Journal. Jun2020, Vol. 46 Issue 3, p631-652. 22p. 2 Diagrams, 4 Charts.

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student‐perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student‐perceived teacher APT and student discursive engagement with classmates. Multi‐group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship. [ABSTRACT FROM AUTHOR]

Subject terms:

STUDENT engagement - CLASSROOMS - HIGHER education - ACADEMIC achievement - SOCIAL sciences

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Psychology and Behavioral Sciences Collection

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Lauren B. Resnick: Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Academic Journal | American Psychologist, Vol 62(8), Nov, 2007. pp. 847-849. Please log in to see more details

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Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life.

Michaels, Sarah;O'Connor, Catherine;Resnick, Lauren B.

Academic Journal | Studies in Philosophy July 2008, Vol. 27 Issue 4, p283-297, 15p Please log in to see more details

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Re-thinking Intelligence: schools that build the mind.

Resnick, Lauren B.;Schantz, Faith

Academic Journal | European Journal of Education; Sep2015, Vol. 50 Issue 3, p340-349, 10p Please log in to see more details

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Learning organizations for sustainable education reform

Resnick, Lauren B.;Hall, Megan Williams

Academic Journal | Daedalus. Fall, 1998, Vol. 127 Issue 4, p89, 30 p. Please log in to see more details

Full Text from JSTOR

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The Base of the Iceberg : Informal Learning and Its Impact on Formal and Non-formal Learning

Alan Rogers;Alan Rogers

eBook | 2014 Please log in to see more details

Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden... more

The Base of the Iceberg : Informal Learning and Its Impact on Formal and Non-formal Learning

2014

Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning – formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book's arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change.

Subject terms:

Learning - Adult education - Non-formal education

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eBook Collection (EBSCOhost)

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Efficacy of video-based teacher professional development for increasing classroom discourse and student learning.

Chen, Gaowei;Chan, Carol K. K.;Chan, Kennedy K. H.;Clarke, Sherice N.;Resni...

Academic Journal | Journal of the Learning Sciences; Sep-Dec2020, Vol. 29 Issue 4/5, p642-680, 39p Please log in to see more details

Although professional development (PD) programs often use video, extraneous informatio... more

Efficacy of video-based teacher professional development for increasing classroom discourse and student learning.

Journal of the Learning Sciences; Sep-Dec2020, Vol. 29 Issue 4/5, p642-680, 39p

Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers' reflections on classroom discourse in video-based PD workshops. We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program using the CDA. The 24 intervention teachers significantly increased their use of productive talk moves in mathematics classrooms relative to the 22 comparison teachers (Cohen's d= 0.67 to 2.35, p <.05). Moreover, a linear mixed model analysis showed that 882 students of the intervention teachers had significantly higher mathematics achievement scores than the 625 comparison students (Cohen's d = 0.24, p <.05). The case study showed that CDA's multiple representations of classroom discourse and interactive, process-oriented visualizations facilitated the teachers' navigation of classroom video data. Additionally, video and visualizations prompted the teachers to reflect on the data with their peers for evidence-based reasoning and discussion. This study demonstrates the efficacy of a video-based PD program for increasing classroom discourse and student learning. It also informs the design of visualizations to enrich video-based PD. [ABSTRACT FROM AUTHOR]

Subject terms:

TEACHER development - TEACHER effectiveness - CAREER development - CLASSROOMS - RANDOMIZED controlled trials

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Complementary Index

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Testing, teaching, learning: who is in charge?

Resnick, Lauren B.;Schantz, Faith

Academic Journal | Assessment in Education: Principles, Policy Aug2017, Vol. 24 Issue 3, p424-432, 9p Please log in to see more details

The article reflects on the effectiveness of combining educational assessment and lear... more

Testing, teaching, learning: who is in charge?

Assessment in Education: Principles, Policy Aug2017, Vol. 24 Issue 3, p424-432, 9p

The article reflects on the effectiveness of combining educational assessment and learning theory in improving the quality of education, by making reference to an article by J. Baird and colleagues. It discusses several uses of educational tests which include sorting students into different educational programmes, informing teaching, and evaluating how schools and school systems are succeeding in their educational tasks.

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EDUCATIONAL tests & measurements - LEARNING - EDUCATIONAL quality - EDUCATIONAL programs - SCHOOL districts

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Complementary Index

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Social Networks in "Nested Learning Organizations"-a Commentary.

RESNICK, LAUREN B.;SCHERRER, JIMMY

Academic Journal | American Journal of Education; Nov2012, Vol. 119 Issue 1, p183-192, 10p, 1 Diagram Please log in to see more details

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On Learning Research: A Conversation with Lauren Resnick.

Brandt, Ron

Periodical | Educational Leadership. Dec88/Jan89, Vol. 46 Issue 4, p12. 5p. Please log in to see more details

Interviews Lauren Resnick, co-director of Learning Research and Development Center at ... more

On Learning Research: A Conversation with Lauren Resnick.

Educational Leadership. Dec88/Jan89, Vol. 46 Issue 4, p12. 5p.

Interviews Lauren Resnick, co-director of Learning Research and Development Center at the University of Pittsburgh in Pennsylvania on her research on learning strategies. Efforts of researchers towards cognitive learning; Effectiveness of spaced practice in comparison to massed practice; Methodology adopted by researchers in their research for learning strategies; Problems with teaching learning strategies.

Subject terms:

RESNICK, Lauren - LEARNING strategies

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MAS Complete

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Classroom Discourse Analyzer (CDA): A Discourse Analytic Tool for Teachers.

GAOWEI CHEN;CLARKE, SHERICE N.;RESNICK, LAUREN B.

Academic Journal | Technology, Instruction, Cognition 2015, Vol. 10 Issue 2, p85-105, 21p Please log in to see more details

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A Contextual Approach to Inform a Mobile Health Application for Adolescent Health.

Larson, Kim L.;Ballard, Sharon M.;Ellis, Danny F.;Peery, Josh G.;Cary, Juli...

Academic Journal | Journal of Child & Family Studies. Dec2020, Vol. 29 Issue 12, p3420-3432. 13p. 1 Black and White Photograph, 1 Diagram, 1 Chart. Please log in to see more details

Adolescents from rural, resource poor regions of the United States have disproportiona... more

A Contextual Approach to Inform a Mobile Health Application for Adolescent Health.

Journal of Child & Family Studies. Dec2020, Vol. 29 Issue 12, p3420-3432. 13p. 1 Black and White Photograph, 1 Diagram, 1 Chart.

Adolescents from rural, resource poor regions of the United States have disproportionately higher rates of drug and alcohol misuse, which may lead to increased sexual risk behaviors. Adolescents living in both urban and rural areas are major users of smartphones as a source for health information. Yet, the quality and accuracy of some Internet sites tend to be unreliable. The purpose of this study was to explore the perceptions and attitudes of adolescents from a rural region in the southeastern United States regarding health and social concerns to inform the development of a risk reduction application for smartphone use. This study used a qualitative descriptive design guided by the Theory of Triadic Influence. The research team was composed of community partners, faculty, and students from a mid-Atlantic university. Forty-nine adolescents (18 boys and 31 girls) participated in one of five mixed-gender focus groups; they were predominantly Black and Latino, with a mean age of 13.8. Content and thematic analysis led to three interrelated themes: Family as Nexus, Unlevel Playing Field, and Threats to Safety and Security. Structural (racism and bullying) and proximal (neighborhood, family and peers) determinants of health were congruent with other recent reports. Snapchat and Instagram were the most popular social media platforms used. Using a contextual approach, we analyzed the daily experiences of ethnic minority adolescents to inform the development of a risk reduction mobile health application. Community-academic partnerships with engaged youth can assist in smartphone application development and beta testing. Highlights: The Theory of Triadic Influence illustrated contexts of adolescent decision-making. Adolescents made decisions in the contexts of racism, poverty, and violence. Contextual elements provided a holistic approach to mobile health applications. [ABSTRACT FROM AUTHOR]

Subject terms:

MOBILE health - MOBILE apps - ADOLESCENT health - RISK-taking behavior in adolescence - RURAL teenagers - UNDERAGE drinking - DRUG abuse - TEENAGERS' sexual behavior - DECISION making - FOCUS groups - HEALTH attitudes - HEALTH education - RESEARCH methodology - RESEARCH funding - RURAL conditions - QUALITATIVE research - SOCIAL attitudes - HARM reduction - SOFTWARE architecture - THEMATIC analysis - HEALTH & social status - DESCRIPTIVE statistics - ADOLESCENCE - NORTH Carolina

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Psychology and Behavioral Sciences Collection

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Academic Journal |

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Creative adolescent experiences of education and mental health during COVID‐19: A qualitative study.

Zaeske, Lauren M.;Harris, Taylor P.;Williams, Amanda;Scheibel, Gretchen;Lon...

Academic Journal | Psychology in the Schools. Feb2023, Vol. 60 Issue 2, p460-478. 19p. 1 Chart. Please log in to see more details

This qualitative study investigated creative adolescent perceptions of their education... more

Creative adolescent experiences of education and mental health during COVID‐19: A qualitative study.

Psychology in the Schools. Feb2023, Vol. 60 Issue 2, p460-478. 19p. 1 Chart.

This qualitative study investigated creative adolescent perceptions of their educational and mental health experiences during the coronavirus disease 2019 (COVID‐19) pandemic. Participants were 25 English‐speaking adolescents from the Midwest in the United States. They were identified as creative by their teachers according to known creative profiles. Participants attended an all‐day creative career workshop in the Spring 2021 semester. The five focus groups guided by semi‐structured interviews conducted for this study occurred during the workshop. This study was phenomenological in nature with constructivist and transformative paradigms, and transcripts were analyzed using reflexive thematic analysis by the first, second, and third authors. Creative adolescents' education during the pandemic was marked by classroom changes based on COVID‐19 policies, experiences of disconnection, disengagement, and disappointment, as well as feelings of empathy and appreciation for their educators. Creative adolescents experienced mental health challenges related to adjustment issues, powerlessness and hopelessness, and isolation. Implications of results are discussed. Practitioner points: Creative adolescents' education was negatively impacted by the pandemic, but they experienced empathy and appreciation for their educatorsCreative adolescents experienced adjustment issues, powerlessness, hopelessness, and isolation amid COVID‐19Results suggested potential risk and protective factors in adolescent mental health and educational experiences [ABSTRACT FROM AUTHOR]

Subject terms:

MENTAL health education - TEENAGERS - COVID-19 - QUALITATIVE research - THEMATIC analysis - MIDWEST (U.S.)

Content provider:

Psychology and Behavioral Sciences Collection

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Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration.

Molloy Elreda, Lauren;Kibler, Amanda K.;Johnson, Haley E.;Williams, Joanna ...

Academic Journal | Social Development. Feb2022, Vol. 31 Issue 1, p69-92. 24p. 6 Charts, 1 Graph. Please log in to see more details

As evidence mounts of persistent disparities in academic outcomes by English learner (... more

Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration.

Social Development. Feb2022, Vol. 31 Issue 1, p69-92. 24p. 6 Charts, 1 Graph.

As evidence mounts of persistent disparities in academic outcomes by English learner ("EL") classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, "English‐medium" middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL students) identified whom they "usually work with" in class; from these data, we operationalized two characteristics of each classroom's peer network: social network equality (the extent to which academic collaboration ties were equally distributed) and linguistic integration (the extent to which cross‐group ties between ELs and non‐ELs were as common as same‐group ties). In multilevel models, we tested across‐year mean and fall‐to‐spring change in each of these network characteristics as predictors of relative across‐year growth in EL students' assessed oral language proficiency, and in all students' academic outcomes, including teacher‐rated class participation and content understanding, and standardized test scores in the content area of the observed class. We additionally tested whether EL status moderated associations between classroom network characteristics and academic outcomes. Findings suggest benefits of positive across‐year change in social network equality and linguistic integration for all students' academic development in class. In addition, classroom network characteristics may help to reduce disparities: mean social network equality was more positively associated with relative growth in content understanding and standardized test scores for ELs than for non‐ELs, and change in linguistic integration positively predicted oral language development among EL students. [ABSTRACT FROM AUTHOR]

Subject terms:

EQUALITY - SOCIAL networks - MIDDLE schools - CLASSROOM environment - CLASSROOMS - MIDDLE school education - STANDARDIZED tests

Content provider:

Psychology and Behavioral Sciences Collection