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Children's Early Text Construction
For decades, research on children's literacy has been dominated by questions of how children learn to read. Especially among Anglophone scholars, cognitive and psycholinguistic research on reading has been the only approach to studying written language education. Echoing this, debates on methods of teaching children to read have long dominated the educational scene. This book presents an alternative view. In recent years, writing has emerged as a central aspect of becoming literate. Research in cognitive psychology has shown that writing is a highly complex activity involving a degree of planning unknown in everyday conversational uses of language. At the same time, developmental studies hav...
Designing Environments for Constructive Learning
The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed "near" conversion to a constructivist persp...
Language and Social Interaction at Home and School
As Ragnar Rommetveit put it forty years ago, dialogue is “the architecture of intersubjectivity”: a tool not only for maintaining yet also constantly transforming our life-worlds. The volume advances and empirically illustrates the role of talk-in-interaction in displaying, ratifying, creating yet also defying the crucial dimensions of the world we live in. This process is particularly noticeable in children’s primary social worlds, i.e. home and school where they are socialized to becoming competent members of the communities they (will) live in. Drawing on fifty years of research on children's socialization through language and social interaction, the volume provides new multidiscipl...
Interprofessional Communication in Health and Social Care
This is an Open Access book. Interprofessional communication remains both under-theorized and under-researched in healthcare contexts. This book aims to fill that gap by offering practitioners, policy makers, interprofessional curriculum builders, and students in the health professions a broadened theoretical understanding and rich empirical examples of interprofessional communication across a range of health and social care contexts. Importantly, this means opening the black box of what it means for interprofessional collaboration to be “effective,” in particular, for complex, collective practices that rely on shared meanings and accountabilities. Divided into three parts, the book brings together the practical and conceptual expertise of scholars and practitioners from the fields of communication, interprofessional education, health and human sciences, and healthcare management.
Inter-University Cooperation
Inter-university cooperation across the world has shown several positive outcomes in terms of knowledge exchange as well as R&D benefits. This book portrays best practices of inter-university cooperation between Italian and American universities, while featuring agreements of Sapienza University of Rome. This book presents conceptual and implementation specifics of cooperation, policy perspectives, as well as a selection of framework agreements of current cooperation initiatives. Aimed at university professors, education and R&D policy makers, this book shall prove worthy as a guideline to initiate and implement inter-university cooperation globally.
How Children Construct Literacy
Papers presented at the International Reading Association's 11th World Congress on Reading, held in London in 1986.
European Views of Self-directed Learning
Following an Introduction by editor Gerald A. Straka that posits various definitions of self-directed learning and discusses the views of the various authors in the text, this book consists of nine papers addressing issues and conceptions of self-directed learning in Europe. The following are included: "Self-Directed Learning in Continuing Education--A Report from Switzerland" (Christoph Metzger); "Self (-Directed) Learning in France" (Philippe Carre); "Self-Learning Activities in the French Community of Belgium" (Brigitte Denis); "Self-Directed Learning in the Netherlands" (Marcel R. van der Klink, Wim J. Nijhof); "Self-Directed Learning among Adults in the United Kingdom" (Keith Percy); "Self-Directed Learning in Portugal" (Maria Joao Malheiro Filgueiras); "Learning, Working and Social Practices: History and Future Trends in Italy" (Cristina Zucchermaglio); "Self-Directed Learning in Greece" (Nicholas Iliadis); and "Self-Directed Learning in Germany: From Instruction to Learning in the Process of Work" (Gerald A. Straka). (Each paper contains references.) (KC)
Learning and Instruction
These two volumes essentially capture the focal points of the 1987 EARLI Conference. Volume 2.1 contains those contributions which are concerned with basic psychological and educational aspects of learning and instruction as for example social interaction in learning and instruction, problem solving, basic processes in knowledge acquisition, individual differences, research strategies. Furthermore, Volume 2.1 contains those contributions which deal with computer applications in learning and instruction. Volume 2.2 comprises contributions which analyse complex skills - teaching, text comprehension, text production - and complex knowledge domains, such as mathematics and science, by means of actual psychological and pedagogical theories and concepts.
Economics Education
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