Under the themes of basic processes in learning, interactions between teachers and learners, and metacognitive approaches to learning, the thirteen readings cover a wide range of topics. To help students gain an overview of the subject, each article is introduced and contextualized by the editors, as is the volume as a whole. Each paper is also accompanied by suggestions for further reading so that students can investigate topics in more depth if they wish.
This book of readings can be used alone or alongside a text on teaching and learning. In either context, it offers an ideal starting point for the exploration of key issues in educational attainment.
1. Attaining Excellence Through Deliberate Practice: Insights from the Study of Expert Performance. (K. A. Ericsson).
2. Rhyme, Language and Children′s Readering. (P. Bryant, M. Maclean and L. Bradley).
3. The Rebirth of Children′s Learning. (R. Siegler).
4. Candy Selling and Math Learning. (G. B. Saxe).
5. Understanding Academic Performance at University. (N. J. Entwistle).
Part II Teaching.
6. On Becoming a Tutor: Toward an Ontogenetic Model. (D. Wood, H. Wood, S. Ainsworth and C. O′Malley).
7. Teacher Expectation: Implications for School Improvement. (C. Rogers).
8. An Exploration of Long–Term Far–Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. (P. Adey and M. Shayer).
9. Reconstructing Context: the Conventionalization of Classroom Knowledge. (D. Edwards and N. Mercer).
10. The Role of Assessment in a Learning Culture. (L. A. Shepard).