Your search for all content returned 926 results
- Go to article: The International Association for Cognitive Education and Psychology and the Journal of Cognitive Education and Psychology
Between the idea
And the reality
Between the motion
And the act
Falls the Shadow
T. S. Eliot, “The Hollow Men”
This article reports on the development and evaluation of a meta-cognitive tool for practitioners’ reflection on the ‘shadow’ between espoused theories and theories-in-use. The learning theories profile (LTP) was developed to support practitioners in education to identify and reflect on the theoretical perspectives that underpin their professional decision-making. In order to assess the usefulness of the LTP for reflection on professional development and practice, 15 special educators who were enrolled in a university course took part in a trial of the tool. Data from pre-activity and post-activity surveys suggested that the LTP helped students to critically consider contemporary and traditional theories of learning, raised awareness of the application of learning theories in education practice and supported users to reflect on their own professional practice, and interactions.
- Go to article: A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science
A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science
With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.
- Go to article: Introduction to André Rey’s “A Method for Assessing Educability: Some Applications in Psychopathology”
- Go to article: Teachers’ Perceptions of Opportunities and Threats Concerning Inclusive Schooling in Germany at an Early Stage of Inclusion: Analyses of a Mixed Methodology Approach
Teachers’ Perceptions of Opportunities and Threats Concerning Inclusive Schooling in Germany at an Early Stage of Inclusion: Analyses of a Mixed Methodology Approach
The purpose of this exploratory study was to examine the perceived opportunities and threats of teachers working on a primary level in North Rhine Westphalia, Germany, regarding inclusive schooling. Two open-ended questions using a standardized paper-pencil-questionnaire format were administered to 452 general and 130 special education teachers. Results of descriptive and inferential statistical analyses indicated that both teacher groups expressed strong concerns related to students’ educational needs and learning opportunities. Nevertheless, their perceptions differ significantly in specific categories. General education teachers anticipate inclusive schooling to improve social school climate; however, they expressed several concerns: declining teaching quality, having insufficient professional skills themselves, higher work load, and lack of resources. Their special education colleagues expected improved learning opportunities would result for all students but were worried about changes in their professional role and the political realization of inclusive schooling. Implications for practice, limitations, and the need for future research are discussed.
- Go to article: Academic Literacy and Cognitive Processing: Effects on the Examination Outcomes of Speech-Language Pathology Students at a South African University
Academic Literacy and Cognitive Processing: Effects on the Examination Outcomes of Speech-Language Pathology Students at a South African University
This study was conducted in the South African context, where education is in a state of transition. One of the central issues in higher education is the development of academic literacy. However, as a result of an inadequate focus on educational linguistics and a lack of explicit instruction in academic literacy, many students do not achieve their full potential. This study focuses on aspects of academic literacy in the examination responses of a group of students studying in the discipline of speech-language pathology. The purpose of the study was to determine whether or not there is a relationship between the students’ academic literacy skills and their ability to answer examination questions. By means of an exploratory retrospective longitudinal record review, the examination scripts of 20 students were rated for evidence of various academic literacy skills. The ratings were highly correlated to the actual examination marks in both years of study, suggesting that there is a need to incorporate explicit instruction in academic literacy to develop students’ metacognitive processes while reading and writing for academic purposes.
- Go to article: Multiscale Entrainment: A Primer in Prospective Cognition for Educational Researchers
The purpose of this article is to compare traditional, cognitive approaches to studying human interaction to an alternative approach (i.e., multiscale entrainment) that is inspired by recent discoveries in cognitive neuroscience. Specifically, these findings indicate that mimicry, imitation, and behavioral synchrony share a common neurocircuitry that is (a) directly activated during interaction, (b) inherently social, (c) inherently prospective (i.e., anticipatory), and (d) inherently multiscale; it functions at the levels of action, perception, and cognition, simultaneously. In addition to providing a means of conceptually integrating research on mimicry, imitation, and synchrony, the notion of multiscale entrainment is consistent with research practices in the field of conversation analysis as well as recently developed techniques for measuring the multiscale contingencies that emerge between body movements, gestures, and speech acts during real-time interaction. In conclusion, the article examines attempts to measure multiscale entrainment within educational episodes.