Journal ArticleDOI
Toward an Integrated Theory of Teaching and Learning
TLDR
In this paper, the relationship between teaching and learning is examined from a perspective concerned with integrating the two phenomena along several dimensions, including the simultaneous effects of cognitive, affective, motivational, and developmental factors.Abstract:
The relationship between teaching and learning is examined from a perspective concerned with integrating the two phenomena along several dimensions. Traditionally, teaching and learning have been studied as separate entities. This discussion is based on the premise that within an educational context, teaching and learning are so intertwined in a dynamic and reciprocal process that they need to be considered as a single entity rather than as two separate ones. The need to consider the simultaneous effects of cognitive, affective, motivational, and developmental factors is also stressed. The evolution of research and theory on teaching and learning, along with issues associated with the application of psychological theory to educational practices, are examined for insights into the types of issues that need to be pursued in the next generation of research on the teaching-learning process. Several approaches to the application problem are critiqued, and examples of research that integrates concerns for teach...read more
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Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results
Tina Seidel,Richard J. Shavelson +1 more
TL;DR: In this article, a meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results, finding that the largest effects for domainspecific components of teaching were most proximal to the executive processes of learning.
Journal ArticleDOI
Congruence and friction between learning and teaching
Jan D. Vermunt,Nico Verloop +1 more
TL;DR: In this paper, the integration of the two types of theories of learning and theories of teaching is discussed, and the congruence and friction between these modes of control are discussed.
Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML
TL;DR: This text is a short summary of the work on pedagogical analysis carried out when EML (Educational Modelling Language) was being developed and will use UML diagrams to express static and dynamic relationships when appropriate.
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Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement.
Youyan Nie,Shun Lau +1 more
TL;DR: The authors examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore.
References
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Book
The Sciences of the Artificial
TL;DR: A new edition of Simon's classic work on artificial intelligence as mentioned in this paper adds a chapter that sorts out the current themes and tools for analyzing complexity and complex systems, taking into account important advances in cognitive psychology and the science of design while confirming and extending Simon's basic thesis that a physical symbol system has the necessary and sufficient means for intelligent action.
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Motivational and self-regulated learning components of classroom academic performance.
TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.
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Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Journal ArticleDOI
A social cognitive view of self-regulated academic learning.
TL;DR: The social cognitive conception of self-regulated learning presented in this article involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences.