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| betty garner cognitive structures: Getting to "got It!" Betty K. Garner, 2007 Explore the hidden reasons students struggle and what teachers can do to help them become self-directed learners. |
| betty garner cognitive structures: Developing a Learning Classroom Nic Cooper, Betty K. Garner, 2012-06-12 Discover powerful ways to connect with your students! All too often, managing a classroom means gaining control and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, this book explores how to create a thriving, learning-centered classroom through relationships, relevance, and rigor. Filled with classroom stories and immediate action steps, the book shows how to: Develop an interactive learning mindset Create a safe environment where students flourish Uncover a student's learning profile as well as your own teaching style Create classroom practices and procedures with student input Use brain-based instructional strategies to keep students engaged |
| betty garner cognitive structures: 10 Things Every Writer Needs to Know Jeff Anderson, 2023-10-10 Whether writing a blog entry or a high-stakes test essay, fiction or nonfiction, short story or argumentation, students need to know certain things in order to write effectively. In 10 Things Every Writer Needs to Know, Jeff Anderson focuses on developing the concepts and application of ten essential aspects of good writing—motion, models, focus, detail, form, frames, cohesion, energy, words, and clutter. Throughout the book, Jeff provides dozens of model texts, both fiction and nonfiction, that bring alive the ten things every writer needs to know. By analyzing strong mentor texts, young writers learn what is possible and experiment with the strategies professional writers use. Students explore, discover, and apply what makes good writing work. Jeff dedicates a chapter to each of the ten things every writer needs to know and provides mini-lessons, mentor texts, writing process strategies, and classroom tips that will motivate students to confidently and competently take on any writing task. With standardized tests and Common Core Curriculum influencing classrooms nationwide, educators must stay true to what works in writing instruction. 10 Things Every Writer Needs to Know keeps teachers on track—encouraging, discovering, inspiring, reminding, and improving writing through conversation, inquiry, and the support of good writing behaviors. |
| betty garner cognitive structures: Getting to "Got It!" Betty K. Garner, 2007-11-15 It's one of the great mysteries of teaching: Why do some students get it and some students don't? In this book, Betty K. Garner focuses on why students struggle and what teachers can do to help them become self-directed learners. Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures—the mental processes necessary to connect new information with prior knowledge; organize information into patterns and relationships; formulate rules that make information processing automatic, fast, and predictable; and abstract generalizable principles that allow them to transfer and apply learning. Each chapter focuses on a key cognitive structure and uses real-life accounts to illustrate how learners construct meaning by using recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking. The author's simple techniques stress reflective awareness and visualization. It's by helping students to be conscious of what their senses are telling them, encouraging them to visualize the information for processing, and then prompting them to ask questions and figure out solutions on their own that teachers can best help students develop the tools they need to * Gather, organize, and make sense of information, * Become cognitively engaged and internally motivated to achieve, and * Experience learning as a dynamic process of creating and changing. Suggestions for using these techniques in daily classroom practice, advice on lesson planning for cognitive engagement, and guidelines for conducting reflective research expand this book's practical applications. Use it not only to help struggling students break through hidden barriers but to empower all students with tools that will last a lifetime. |
| betty garner cognitive structures: Memory at Work in the Classroom: Strategies to Help Underachieving Students Francis Bailey, Ken Pransky, 2014-03-04 Why do some students struggle to understand and retain information, while other students don't? The answer may well lie in the memory system, which is the root of all learning. In Memory at Work in the Classroom, Francis Bailey and Ken Pransky expertly guide you through the aspects of human memory most relevant to classroom teachers. Real classroom examples help to deepen your understanding of how memory systems play a central role in the learning process, as well as how culture plays a sometimes surprising role in memory formation and use. The memory systems covered in the book are * Working Memory: the gateway to learning * Executive Function: the cognitive skills children need to independently orchestrate their memory systems in service to learning *Semantic Memory: the storehouse of a person's knowledge of the world, including academic concepts, and the part of the memory system most affected by culture * Episodic Memory: rich, multisensory personal memories of specific events * Autobiographical Memory: one's sense of self, tied directly to student motivation Although the techniques described apply to all students, the authors concentrate on explaining the source of struggling students' academic challenges and provide effective strategies for helping students become better learners. Whether you're a new or a veteran teacher, this book will offer fresh insights into your students' learning difficulties and move you to explore classroom practices that align with the functioning of memory and the ways students learn. |
| betty garner cognitive structures: What Learning Looks Like Reuven Feuerstein, Ann Lewin-Benham, 2012-05-25 The authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. --from publisher description |
| betty garner cognitive structures: American Doctoral Dissertations , 2002 |
| betty garner cognitive structures: Dissertation Abstracts International , 1992-08 |
| betty garner cognitive structures: The Cambridge Handbook of Thinking and Reasoning Keith J. Holyoak, Robert G. Morrison, 2005-04-18 The Cambridge Handbook of Thinking and Reasoning is the first comprehensive and authoritative handbook covering all the core topics of the field of thinking and reasoning. Written by the foremost experts from cognitive psychology, cognitive science, and cognitive neuroscience, individual chapters summarize basic concepts and findings for a major topic, sketch its history, and give a sense of the directions in which research is currently heading. The volume also includes work related to developmental, social and clinical psychology, philosophy, economics, artificial intelligence, linguistics, education, law, and medicine. Scholars and students in all these fields and others will find this to be a valuable collection. |
| betty garner cognitive structures: Educational Psychology Anita E. Woolfolk, Anita Woolfolk Hoy, 1995 Renowned for its clarity, readability, and organization, this market-leading Educational Psychology book continues to offer the best blend of current theory, research, and practice in a completely up-to-date new edition. This book provides an organizational framework that readers can immediately grasp to help them understand complex and ever-evolving theories. The Eighth Edition reflects the field's continuing interest in constructivism and authentic learning as well as other areas of growing emphasis such as students with disabilities and inclusion. Other topics that have been added or received significant updating include self-regulated learning, brain development, culturally relevant pedagogy, and student autonomy. Includes free Interactive Companion CD-ROM, featuring video clips of the author discussing important topics and instructive scenes from real classrooms; links to useful websites that deepen awareness of issues pertinent to teaching; activities that provide challenging problems and cases from which readers may gain further insight into the applications of theories covered. For anyone interested in educational psychology. |
| betty garner cognitive structures: Annual Meeting Program American Educational Research Association, 1997 |
| betty garner cognitive structures: Annual Meeting Program - American Educational Research Association American Educational Research Association, 1997 |
| betty garner cognitive structures: A Cognitive Psychology of Mass Communication Richard Jackson Harris, Fred W. Sanborn, 2009-05-19 In this fifth edition of A Cognitive Psychology of Mass Communication, author Richard Jackson Harris continues his examination of how our experiences with media affect the way we acquire knowledge about the world, and how this knowledge influences our attitudes and behavior. Presenting theories from psychology and communication along with reviews of the corresponding research, this text covers a wide variety of media and media issues, ranging from the commonly discussed topics – sex, violence, advertising – to lesser-studied topics, such as values, sports, and entertainment education. The fifth and fully updated edition offers: highly accessible and engaging writing contemporary references to all types of media familiar to students substantial discussion of theories and research, including interpretations of original research studies a balanced approach to covering the breadth and depth of the subject discussion of work from both psychology and media disciplines. The text is appropriate for Media Effects, Media & Society, and Psychology of Mass Media coursework, as it examines the effects of mass media on human cognitions, attitudes, and behaviors through empirical social science research; teaches students how to examine and evaluate mediated messages; and includes mass communication research, theory and analysis. |
| betty garner cognitive structures: Critical Links Richard Deasy, 2002 Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) Dance (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) Drama (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) Multi-Arts (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) Music (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) Visual Arts (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) Overview (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT) |
| betty garner cognitive structures: The Reproduction of Mothering Nancy Chodorow, 1999-11-02 This text had a major impact on both feminists and psychoanalysts when it was first published, and it continues to shape the thinking of analysts and feminists today. |
| betty garner cognitive structures: Case Studies in Infant Mental Health Joan J. Shirilla, Deborah Weatherston, 2002 Case Studies in Infant Mental Health offers 12 real-life stories written by infant mental health specialists about their work with a young child and family. Each case study also reveals the supervision and consultation that supported the specialist, and the specialists interaction with the larger service system. Discussion questions at the end of each case study guide self-reflection or group study. |
| betty garner cognitive structures: Ending Discrimination Against People with Mental and Substance Use Disorders National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Science of Changing Behavioral Health Social Norms, 2016-09-03 Estimates indicate that as many as 1 in 4 Americans will experience a mental health problem or will misuse alcohol or drugs in their lifetimes. These disorders are among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment. Improving the lives of people with mental health and substance abuse disorders has been a priority in the United States for more than 50 years. The Community Mental Health Act of 1963 is considered a major turning point in America's efforts to improve behavioral healthcare. It ushered in an era of optimism and hope and laid the groundwork for the consumer movement and new models of recovery. The consumer movement gave voice to people with mental and substance use disorders and brought their perspectives and experience into national discussions about mental health. However over the same 50-year period, positive change in American public attitudes and beliefs about mental and substance use disorders has lagged behind these advances. Stigma is a complex social phenomenon based on a relationship between an attribute and a stereotype that assigns undesirable labels, qualities, and behaviors to a person with that attribute. Labeled individuals are then socially devalued, which leads to inequality and discrimination. This report contributes to national efforts to understand and change attitudes, beliefs and behaviors that can lead to stigma and discrimination. Changing stigma in a lasting way will require coordinated efforts, which are based on the best possible evidence, supported at the national level with multiyear funding, and planned and implemented by an effective coalition of representative stakeholders. Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change explores stigma and discrimination faced by individuals with mental or substance use disorders and recommends effective strategies for reducing stigma and encouraging people to seek treatment and other supportive services. It offers a set of conclusions and recommendations about successful stigma change strategies and the research needed to inform and evaluate these efforts in the United States. |
| betty garner cognitive structures: Creativity, Inc. (The Expanded Edition) Ed Catmull, Amy Wallace, 2023-09-28 The co-founder and longtime president of Pixar updates and expands his 2014 New York Times bestseller on creative leadership, reflecting on the management principles that built Pixar’s singularly successful culture, and on all he learned during the past nine years that allowed Pixar to retain its creative culture while continuing to evolve. “Might be the most thoughtful management book ever.”—Fast Company For nearly thirty years, Pixar has dominated the world of animation, producing such beloved films as the Toy Story trilogy, Finding Nemo, The Incredibles, Up, and WALL-E, which have gone on to set box-office records and garner eighteen Academy Awards. The joyous storytelling, the inventive plots, the emotional authenticity: In some ways, Pixar movies are an object lesson in what creativity really is. Here, Catmull reveals the ideals and techniques that have made Pixar so widely admired—and so profitable. As a young man, Ed Catmull had a dream: to make the first computer-animated movie. He nurtured that dream as a Ph.D. student, and then forged a partnership with George Lucas that led, indirectly, to his founding Pixar with Steve Jobs and John Lasseter in 1986. Nine years later, Toy Story was released, changing animation forever. The essential ingredient in that movie’s success—and in the twenty-five movies that followed—was the unique environment that Catmull and his colleagues built at Pixar, based on philosophies that protect the creative process and defy convention, such as: • Give a good idea to a mediocre team and they will screw it up. But give a mediocre idea to a great team and they will either fix it or come up with something better. • It’s not the manager’s job to prevent risks. It’s the manager’s job to make it safe for others to take them. • The cost of preventing errors is often far greater than the cost of fixing them. • A company’s communication structure should not mirror its organizational structure. Everybody should be able to talk to anybody. Creativity, Inc. has been significantly expanded to illuminate the continuing development of the unique culture at Pixar. It features a new introduction, two entirely new chapters, four new chapter postscripts, and changes and updates throughout. Pursuing excellence isn’t a one-off assignment but an ongoing, day-in, day-out, full-time job. And Creativity, Inc. explores how it is done. |
| betty garner cognitive structures: Understanding Reading Frank Smith, 2004 A guide to the fundamental aspects of reading covers such topics as why reading is natural and what is involved in learning to read. |
| betty garner cognitive structures: How the ELL Brain Learns David A. Sousa, 2011 Raise your ELL success quotient and watch student achievement soar! How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching English language learners. Award-winning author and brain research expert David A. Sousa describes the linguistic reorganization needed to acquire another language after the age of 5 years. He supplements this knowledge with immediately applicable tools, including: A self-assessment pretest for gauging your understanding of how the brain learns languages Brain-compatible strategies for teaching both English learners across content areas An entire chapter about how to detect English language learning problems |
| betty garner cognitive structures: The Rhetorical Power of Popular Culture Deanna D. Sellnow, 2017-03-07 Can television shows like Modern Family, popular music by performers like Taylor Swift, advertisements for products like Samuel Adams beer, and films such as The Hunger Games help us understand rhetorical theory and criticism? The Third Edition of The Rhetorical Power of Popular Culture offers students a step-by-step introduction to rhetorical theory and criticism by focusing on the powerful role popular culture plays in persuading us as to what to believe and how to behave. In every chapter, students are introduced to rhetorical theories, presented with current examples from popular culture that relate to the theory, and guided through demonstrations about how to describe, interpret, and evaluate popular culture texts through rhetorical analysis. Author Deanna Sellnow also provides sample student essays in every chapter to demonstrate rhetorical criticism in practice. This edition’s easy-to-understand approach and range of popular culture examples help students apply rhetorical theory and criticism to their own lives and assigned work. |
| betty garner cognitive structures: Resources in Education , 1988 |
| betty garner cognitive structures: A Bibliography of American Doctoral Dissertations in Linguistics, 1968-1974 Nancy Jokovich, Sophia Behrens, 1977 |
| betty garner cognitive structures: What is Good Writing? Geoffrey J. Huck, 2015 This book answers the title question by drawing on empirical results from linguistics and the other cognitive sciences. The author argues that good writing is fluent writing, where fluency in writing is similar to fluency in speech, in that both are naturally derived from motivated participation in a language community. In the case of writing, the community is that of writers and readers. Fluent writing can be learned through avid reading, but, like fluent speech, the evidence indicates that it can't be taught. |
| betty garner cognitive structures: International Books in Print , 1991 |
| betty garner cognitive structures: Research in Education , 1973 |
| betty garner cognitive structures: Teaching Civic Engagement Alison Rios Millett McCartney, Elizabeth A. Bennion, Dick W. Simpson, 2013 Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline. |
| betty garner cognitive structures: Sociology , 1979 |
| betty garner cognitive structures: Reading and Its Development Thomas H. Carr, Betty Ann Levy, 1990 |
| betty garner cognitive structures: Psychology Wayne Weiten, 2010-01-31 Filled with practical ways that you can apply psychology to your everyday life, this best-selling psychology textbook is an experience in learning that you'll remember long after you complete your introductory psychology course. |
| betty garner cognitive structures: Economics for Real People Gene Callahan, 2002 |
| betty garner cognitive structures: The Problem with Work Kathi Weeks, 2011-09-09 The Problem with Work develops a Marxist feminist critique of the structures and ethics of work, as well as a perspective for imagining a life no longer subordinated to them. |
| betty garner cognitive structures: Cumulative Author Index to Psychological Abstracts , 1975 |
| betty garner cognitive structures: Comprehensive Dissertation Index , 1984 |
| betty garner cognitive structures: Arts & Humanities Citation Index , 2002 |
| betty garner cognitive structures: Cornerstones of Attachment Research Robbie Duschinsky, 2020-09-10 This is an open access title available under the terms of a [CC BY-NC-ND 4.0 International] licence. It is free to read at Oxford Clinical Psychology Online and offered as a free PDF download from OUP and selected open access locations. Attachment theory is among the most popular theories of human socioemotional development, with a global research community and widespread interest from clinicians, child welfare professionals, educationalists and parents. It has been considered “one of the most generative contemporary ideas” about family life in modern society. It is one of the last of the grand theories of human development that still retains an active research tradition. Attachment theory and research speak to fundamental questions about human emotions, relationships and development. They do so in terms that feel experience-near, with a remarkable combination of intuitive ideas and counter-intuitive assessments and conclusions. Over time, attachment theory seems to have become more, rather than less, appealing and popular, in part perhaps due to alignment with current concern with the lifetime implications of early brain development Cornerstones of Attachment Research re-examines the work of key laboratories that have contributed to the study of attachment. In doing so, the book traces the development in a single scientific paradigm through parallel but separate lines of inquiry. Chapters address the work of Bowlby, Ainsworth, Main and Hesse, Sroufe and Egeland, and Shaver and Mikulincer. Cornerstones of Attachment Research utilises attention to these five research groups as a lens on wider themes and challenges faced by attachment research over the decades. The chapters draw on a complete analysis of published scholarly and popular works by each research group, as well as much unpublished material. |
| betty garner cognitive structures: Mind Myths Sergio Della Sala, 1999-06-02 Mind Myths shows that science can be entertaining and creative. Addressing various topics, this book counterbalances information derived from the media with a 'scientific view'. It contains contributions from experts around the world. |
| betty garner cognitive structures: Wandering Significance Mark Wilson, 2006 Mark Wilson investigates the way we get to grips with the world conceptually, and the way that philosophical problems commonly arise from this. He combines traditional philosophical concerns about human conceptual thinking with illuminating data derived from physics and applied mathematics, cognitive psychology, and linguistics. |
| betty garner cognitive structures: The Poetry Friday Anthology , 2012 |
| betty garner cognitive structures: The Craft of Research, 2nd Edition Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, 2003-04-14 Along with many other topics The craft of research explains how to build an argument that motivates readers to accept a claim and how to create introductions and conclusions that answer that most demanding question So what? |
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