Schools for Thought A Science of Learning in the Classroom (Paperback)
|Author: John T. Bruer|
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|*Author: Bruer, John T. *Series Title: Bradford Books *Subtitle: A Science of Learning in the Classroom *Publication Date: 1994/08/22 *Binding Type: Paperback *Language: English *Depth: 0.75 *Width: 6.00 *Height: 9.00|
From the Publisher:
"Schools for Thought . . . is especially valuable in that it attacks the artificial distinction between process and content, thinking and knowledge, that has so long haunted education." - Teacher Magazine "It has been said that cognitive science? the study of how humans learn - could become to pedagogy what biology is to the practice of medicine. Now, for the first time, we have a clear, accessible summary of the groundbreaking research in this field over the last 30 years and how it translates to the classroom . . . . Schools for Thought includes a host of examples of what this important research means for the teaching of math, science, reading, and writing. There are also sections on testing and motivation." - American Educator Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, John 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. A Bradford BookWe cannot begin to seriously think about improving our schools until we base classroom practice on what science tells us about teaching and learning. John Bruer's book makes the findings of cognitive research accessible and shows us how its application in the classroom can help children, including those from disadvantaged backgrounds, develop better learning skills. These innovative ideas have garnered several awards and an overwhelming response from teachers across the nation.
If we want to improve educational opportunities and outcomes for all children, wemust start applying what we know about mental functioning -- how children think, learn, and rememberin our schools. We must apply cognitive science in the classroom. Schools for Thoughtprovides a straightforward, general introduction to cognitive research and illustrates itsimportance for educational change.
Using classroom examples, Bruer shows howapplying cognitive research can dramatically improve students' transitions from lower-level roteskills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, hepoints out, is also beginning to suggest how we might better motivate students, design moreeffective tools for assessing them, and improve the training of teachers. He concludes with achapter on how effective school reform demands that we expand our understanding of teaching andlearning and that we think about education in new ways. Debates and discussions about the reform ofAmerican education suffer from a lack of appreciation of the complexity of learning and from a lackof understanding about the knowledge base that is available for the improvement of educationalpractice. Politicians, business leaders, and even many school superintendents, principals, andteachers think that educational problems can be solved by changing school management structures orby creating a market in educational services. Bruer argues that improvement depends instead onchanging student-teacher interactions. It is these changes, guided by cognitive research, that willcreate more effective classroom environments.