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Schools for Thought: A Science of Learning in the Classroom, , Bruer, John T., V
US $5.99
ApproximatelyPHP 334.77
Condition:
Very Good
A book that has been read but is in excellent condition. No obvious damage to the cover, with the dust jacket included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear.
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eBay item number:386625406354
Item specifics
- Condition
- Book Title
- Schools for Thought: A Science of Learning in the Classroom
- ISBN
- 9780262521963
- Subject Area
- Education, Science, Psychology
- Publication Name
- Schools for Thought : a Science of Learning in the Classroom
- Publisher
- MIT Press
- Item Length
- 8.9 in
- Subject
- Cognitive Science, Developmental / Child, General, Cognitive Psychology & Cognition, Learning Styles, Aims & Objectives, Teaching Methods & Materials / General
- Publication Year
- 1994
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.6 in
- Item Weight
- 15.7 Oz
- Item Width
- 6.1 in
- Number of Pages
- 336 Pages
About this product
Product Identifiers
Publisher
MIT Press
ISBN-10
0262521962
ISBN-13
9780262521963
eBay Product ID (ePID)
107627
Product Key Features
Number of Pages
336 Pages
Language
English
Publication Name
Schools for Thought : a Science of Learning in the Classroom
Subject
Cognitive Science, Developmental / Child, General, Cognitive Psychology & Cognition, Learning Styles, Aims & Objectives, Teaching Methods & Materials / General
Publication Year
1994
Type
Textbook
Subject Area
Education, Science, Psychology
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
15.7 Oz
Item Length
8.9 in
Item Width
6.1 in
Additional Product Features
Intended Audience
Scholarly & Professional
Dewey Edition
21
Grade From
College Graduate Student
Illustrated
Yes
Dewey Decimal
370.1/523
Synopsis
Schools for Thought provides a straightforward, generalintroduction to cognitive research and illustrates its importance for educational change., Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book
Item description from the seller
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