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Learning From Text Across Conceptual Domains - Cynthia R. Hynd

Learning From Text Across Conceptual Domains

By: Cynthia R. Hynd (Editor)

Paperback Published: 12th September 1998
ISBN: 9780805821840
Number Of Pages: 318

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This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms--critical spaces of learning and thinking.
The amount of knowledge presented in written form is increasing, and the information we get from texts is often conflicting. We are in a knowledge explosion that leaves us reeling and may effectively disenfranchise those who are not keeping up. There has never been a more crucial time for students to understand, learn from, and think critically about the information in various forms of text. Thus, understanding what it means to learn is vital for all educators.
Learning from text is a complex matter that includes student factors (social, ethnic, and cultural differences, as well as varying motivations, self-perceptions, goals, and needs); instructional and teacher factors; and disciplinary and social factors.
One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways--to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, it is intended to foster further research efforts--from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text.
This volume--a result of the editor's and contributors' work with the National Reading Research Center--will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students' learning from text.

Prefacep. vii
Akcnowledgmentp. xi
Akcnowledgmentp. 1
Akcnowledgmentp. 2
Interdisciplinary Instruction In a Southeastern High Schoolp. 3
What Do We Mean By Knowledge and Learning?p. 15
Akcnowledgmentp. 40
Motivation to Read And Learn from Textp. 45
Akcnowledgmentp. 65
How Students Learn Content Knowledgep. 71
Four Questions About Vocabulary Knowledge And Reading and Some Answersp. 73
What is the Point? Tests of AQuick and Clean Method For Improving Instructional Textp. 95
Akcnowledgmentp. 115
Literature's Place in Learning History and Sciencep. 117
When Knowledge Contradicts Intuition: Conceptual Changep. 139
Akcnowledgmentp. 161
Learning from Text in APost-Typographic Worldp. 165
Making Text Meaningful The Role of Analogiesp. 193
Akcnowledgmentp. 206
Learning Disciplinary Knowledgep. 209
Literacy, Textuality, and The Expert: Learning in The English Language Artsp. 211
Akcnowledgmentp. 225
To Think and Act Like a Scientist: Learning Disciplinary Knowledgep. 227
Akcnowledgmentp. 260
The Nature of Disciplinary And Domain Learning: the Knowledge Interest, and Strategic Dimensions Of Learning from Subject Matter Textp. 263
Referencesp. 281
Author Indexp. 289
Subject Indexp. 299
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780805821840
ISBN-10: 0805821848
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 318
Published: 12th September 1998
Country of Publication: US
Dimensions (cm): 23.37 x 15.44  x 2.01
Weight (kg): 0.53
Edition Number: 1