Cognitive Self-Instruction (CSI) for Classroom Processes
Cognitive Self-Instruction (CSI) for Classroom Processes

Author: Brenda H. Manning

Publisher: SUNY Press

Published: 1991-01-01

Total Pages: 374

ISBN-13: 9780791404799

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Metacognitive strategies such as cognitive self-instruction have important implications for teaching and learning. Cognitive self-instruction (CSI) has proven successful in improving memory, comprehension, problem-solving, and behavioral self-control of both teachers and students. This book is the first to combine the theoretical/conceptual and research aspects of CSI with applied classroom practices. Drawing on over a decade of research and utilization of the methods described here, Manning suggests applications of CSI for classroom strategies, classroom management, and teacher reflection.

Cognitive Self-Instruction (CSI) for Classroom Processes
Cognitive Self-Instruction (CSI) for Classroom Processes

Author: Brenda H. Manning

Publisher: State University of New York Press

Published: 1991-04-23

Total Pages: 374

ISBN-13: 1438411855

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Metacognitive strategies such as cognitive self-instruction have important implications for teaching and learning. Cognitive self-instruction (CSI) has proven successful in improving memory, comprehension, problem-solving, and behavioral self-control of both teachers and students. This book is the first to combine the theoretical/conceptual and research aspects of CSI with applied classroom practices. Drawing on over a decade of research and utilization of the methods described here, Manning suggests applications of CSI for classroom strategies, classroom management, and teacher reflection.

High Leverage Practices for Intensive Interventions
High Leverage Practices for Intensive Interventions

Author: James McLeskey

Publisher: Taylor & Francis

Published: 2023-06-01

Total Pages: 471

ISBN-13: 1000881253

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High Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are often delivered in separate or tier 3 settings to meet the students’ individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.

K-8 Classroom Methods
K-8 Classroom Methods

Author: Randi N. Stanulis

Publisher:

Published: 2003

Total Pages: 292

ISBN-13:

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Emphasizing the teacher's roles as guide and strategist, this textbook provides first-time teachers with examples, activities, cases, and suggestions for instructional practice. Chapters address the role of reflection in teaching, the creation of a classroom community, social responsibility and scho

Self-talk for Teachers and Students
Self-talk for Teachers and Students

Author: Brenda H. Manning

Publisher: Allyn & Bacon

Published: 1996

Total Pages: 268

ISBN-13:

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This enlightening guide teaches teachers to use metacognition to change the ways they think and learn so they will become more reflective, autonomous, proactive, and positive. Many authentic teacher examples are sprinkled throughout the book, and the authors discuss the benefits of this process and the ways it will benefit the students. The sequence of chapters from teachers' personal use of metacognition to professional use of metacognition to classroom strategies show the connection between personal, professional, and classroom use. Unedited classroom examples provided by practicing teachers show the reliability and validity of these field-tested strategies. K-12 Classroom Teachers. A Longwood Professional Book.

Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice
Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice

Author: Richard A. Duschl

Publisher: State University of New York Press

Published: 1992-08-17

Total Pages: 304

ISBN-13: 143840171X

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This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.