Anchored Instruction

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Anchored Instruction

1.

Advances in Instructional Psychology, Vol. 5: Educational Design and Cognitive Science (Chap. 2 "Adventures in Anchored Instruction: Lessons from Beyond the Ivory Tower")
by Robert Glaser. 410 pgs.

Book

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Title Page

Contents

Preface

1: Implications of the Act-R Learning Theory: No Magic Bullets

References

2: Adventures in Anchored Instruction: Lessons from Beyond the Ivory Tower

References

3: Modeling in Mathematics and Science

References

4: Self-Explaining Expository Texts: The Dual Processes of Generating Inferences and Repairing Mental Models

References

5: Competence in the Workplace: How Cognitive Performance Models and Situated Instruction Can Accelerate Skill Acquisition

Conclusions

Acknowledgments

References

6: Conceptual Change in the Biomedical and Health Sciences Domain

Acknowledgments

Author Index

Subject Index
2.

Cognition, Education, and Multimedia: Exploring Ideas in High Technology ("The Concept of Anchored Instruction" begins on p. 123)
by Don Nix, Rand Spiro. 214 pgs.

Book

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Title Page

Contents

Introduction

1: Contextual Enrichment by Videodisc

ACKNOWLEDGMENTS

References

2: Books on Videodisc: Computers, Video, and Reading Aloud to Children

3: Computers and Videodisc Technology for Bilingual ASL/English Instruction of Deaf Children

ACKNOWLEDGMENTS

4: Literacy as Search: Explorations Via Computer

References

5: Anchored Instruction: Why We Need It and How Technology Can Help

ACKNOWLEDGMENT

References

6: Should Computers Know What You Can Do With Them?

References

7: Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversal of Complex Subject Matter

ACKNOWLEDGMENTS

References

Author Index

Subject Index
3.

Dimensions of Thinking and Cognitive Instruction ("An Illustration of Anchored Instruction" begins on p. 394)
by Beau Fly Jones, Lorna Idol. 558 pgs.

Book

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Title Page

Contents

Acknowledgments

Introduction

References

How Metacognition Can Promote Academic Learning and Instruction

Conclusions

2 Self-Regulated Cognition: Interdependence of Metacognition, Attributions, and Self-Esteem

Acknowledgments

3 Conceptualizing

Summary

4 Developing Meaningful Conceptual Understanding in Science

Summary and Conclusions

5 Reasoning About Communication and Communicative Skill

Summary

6 Reading Comprehension as a Dimension of Thinking

References

7 Individuals and Environments in Writing Instruction

Conclusion

8 Mathematical and Scientific Problem Solving: Findings, Issues, and Instructional Implications

Acknowledgments

9 Science Education and the Cognitive Psychology of Science

Conclusion

References

10 Teacher Decision Making

Conclusion

11 Learning Strategies for Acquiring Useful Knowledge

Concluding Comments

Acknowledgement

12 Teaching Thinking and Content Knowledge: Toward an Integrated Approach

Acknowledgments

13 the Nature and Nurture of Creativity

References

14 Critical and Reflective Thinking: a Philosophical Perspective

Conclusion: Toward Rapprochement

15 Dimensions of Thinking: a Critique

References

Conclusions

References

Author Index

Subject Index
4.

Cognitive Science Foundations of Instruction (Chap. 2 "Toward Integrated Curricula: Possibilities from Anchored Instruction")
by Mitchell Rabinowitz. 239 pgs.

Book

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Title Page

Contents

Preface

List of Contributors

1: Proficient Autonomous Learning: Problems and Prospects

References

2: Toward Integrated Curricula: Possibilities from Anchored Instruction

Acknowledgments

References

3: The Role of Self-Referent Cognitions in Goal Setting, Motivation, and Performance

Acknowledgments

References

4: Cognitive Task Analysis as A Basis for Instructional Design

Acknowledgments

5: Learning by Problem Solving in A Coached Apprenticeship System

References

6: Question Asking During Tutoring and in the Design of Educational Software

Acknowledgments

References

7: Inserting Context into Our Thinking About Thinking: Implications for A Theory of Everyday Intelligent Behavior

Acknowledgments

References

8: Medical Cognition: Research and Evaluation

References

9: Seeing the Invisible: Perceptual-Cognitive Aspects of Expertise

Acknowledgments

References

Author Index

Subject Index
5.

Cognitive Approaches to Automated Instruction (Chap. 6 "An Anchored Instruction Approach to Cognitive Skills Acquisition and Intelligent Tutoring")
by J. Wesley Regian, Valerie J. Shute. 255 pgs.

Book

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Title Page

Contents

Preface

1: Automated Instruction as an Approach to Individualization

References

2: Aptitude-Treatment Interactions and Cognitive Skill Diagnosis

References

Transcription of Discussion

3: Possibilities for Assessment Using Computer-Based Apprenticeship Environments

References

Transcript of Discussion

4: General Principles for an Intelligent Tutoring Architecture

References

Transcript of Discussion

5: Supporting Diverse Instructional Strategies in A Simulation-Oriented Training Environment

References

Transcription of Discussion

6: An Anchored Instruction Approach to Cognitive Skills Acquisition and Intelligent Tutoring

Acknowledgments

References

References

7: The Application of Consistency Principle for the Assessment of Skill Development

References

Transcript of Discussion

8: Modeling Student Performance in Diagnostic Tasks: A Decade of Evolution

References

Transcript of Discussion

9: The Use of On-Line Guidance, Representation Aiding, and Discovery Learning to Improve the Effectiveness of Simulation Training

Acknowledgments

References

Transcription of Discussion

Author Index

Subject Index
6.

The Jasper Series as an Example of Anchored Instruction: Theory, Program Description, and Assessment Data, in Educational Psychologist
by John D. Bransford, Susan R. Goldman, Ted S. Hasselbring. 25 pgs.

Journal Article
7.

International Perspectives on the Design of Technology-Supported Learning Environments (Chap. 13 "Anchoring Science Instruction in Multimedia Learning Environments")
by Stella Vosniadou. 396 pgs.

Book

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Title Page

Contents

Preface

Introduction: Cognition and the Design of Environments for Learning

References

Acknowledgment

I: Representation

1: Learning Environments for Representational Growth and Cognitive Flexibility

Acknowledgments

References

2: Externalizing Thinking Through Modeling: Esrc Tools for Exploratory Learning Research Program

References

Appendix A: the London Mental Models Group

3: The Use of Multiple, Linked Representations to Facilitate Science Understanding

References

Acknowledgments

4: Acquisition of Meaning for Arithmetic Structures with the Planner

References

5: From Cognitive Modeling to the Design of Pedagogical Tools

Acknowledgments

References

6: Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment

References

Acknowledgments

7: Changing Views of Computer Supported Learning Environments for the Acquisition of Knowledge and Thinking Skills

References

II: Social Interaction

8: Adaptation and Understanding: a Case for New Cultures of School Ing.

Acknowledgments

References

9: Distributing Cognition Over Humans and Machines

References

Acknowledgements

10: Interactivity in Cooperative Problem Solving with Computers

References

Acknowledgment

11: Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues

References

III: Meaningful Contexts and Multiple Perspectives

12: Most Environments for Accelerating Literacy Development

References

13: Anchoring Science Instruction in Multimedia Learning Environments

Acknowledgments

References

14: Multimedia Environments for Enhancing Learning in Mathematics

Acknowledgements

References

15: Learning to Apply: from "School Garden Instruction" to Technology-Based Learning Environments

References

16: Mapping Models of Cognitive Development to Design Principles of Learning Environments

References

IV: Principles of System Design

17: Design Issues for Learning Environments

Acknowledgments

References

18: Studying Novel Learning Environments as Patterns of Change

References

Author Index

Subject Index
8.

Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes, in Journal of Special Education
by Brian A. Bottge, Mary Heinrichs, Ya-Hui Hung, Zara Dee Mehta. 15 pgs.

Book

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Weighing the benefits of anchored math instruction for students with disabilities in general education classes
9.

International Perspectives on the Design of Technology-Supported Learning Environments (Chap. 13 "Anchoring Science Instruction in Multimedia Learning Environments")
by Stella Vosniadou, Erik De Corte, Robert Glaser, Heinz Mandl. 396 pgs.

Book

Show Table of Contents [+]

Hide Table of Contents [-]

Title Page

Contents

Preface

Introduction: Cognition and the Design of Environments for Learning

References

Acknowledgment

I: Representation

1: Learning Environments for Representational Growth and Cognitive Flexibility

Acknowledgments

References

2: Externalizing Thinking Through Modeling: Esrc Tools for Exploratory Learning Research Program

References

Appendix A: the London Mental Models Group

3: The Use of Multiple, Linked Representations to Facilitate Science Understanding

References

Acknowledgments

4: Acquisition of Meaning for Arithmetic Structures with the Planner

References

5: From Cognitive Modeling to the Design of Pedagogical Tools

Acknowledgments

References

6: Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment

References

Acknowledgments

7: Changing Views of Computer Supported Learning Environments for the Acquisition of Knowledge and Thinking Skills

References

II: Social Interaction

8: Adaptation and Understanding: a Case for New Cultures of School Ing.

Acknowledgments

References

9: Distributing Cognition Over Humans and Machines

References

Acknowledgements

10: Interactivity in Cooperative Problem Solving with Computers

References

Acknowledgment

11: Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues

References

III: Meaningful Contexts and Multiple Perspectives

12: Most Environments for Accelerating Literacy Development

References

13: Anchoring Science Instruction in Multimedia Learning Environments

Acknowledgments

References

14: Multimedia Environments for Enhancing Learning in Mathematics

Acknowledgements

References

15: Learning to Apply: from "School Garden Instruction" to Technology-Based Learning Environments

References

16: Mapping Models of Cognitive Development to Design Principles of Learning Environments

References

IV: Principles of System Design

17: Design Issues for Learning Environments

Acknowledgments

References

18: Studying Novel Learning Environments as Patterns of Change

References

Author Index

Subject Index
10.

Multimodality of Learning through Anchored Instruction, in Journal of Adolescent & Adult Literacy
by Mary Susan Love. 11 pgs.

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Multimodality of Learning Through Anchored Instruction: the Project Described Incorporates the Concept of Design in How Students Construct Meaning. Meaning Making is Becoming More Multimodal Because Language is Continually Being Reshaped by New Forms of Communication Media
11.

An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes, in Remedial and Special Education
by Herbert J. Rieth, Diane P. Bryant, Charles K. Kinzer. 12 pgs.

Journal Article
12.

Using Anchored Instruction to Teach Preservice Teachers to Integrate Technology in the Curriculum, in Journal of Technology and Teacher Education
by Mesut Duran, Mumbi Kariuki. 15 pgs.

Book

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Using Anchored Instruction to Teach Preservice Teachers to Integrate Technology in the Curriculum
13.

Putting Case-Based Instruction into Context: Examples from Legal and Medical Education, in Journal of the Learning Sciences (Includes discussion of anchored instruction)
by Susan M. Williams. 61 pgs.

Journal Article

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