Learning and Instruction: Theory into Practice

Gredler, Margaret E.

ISBN 10: 0132482886 / ISBN 13: 9780132482882

Published by Prentice Hall, 1996

About this Item

Ships in a BOX from Central Missouri! May not include working access code. Will not include dust jacket. Has used sticker(s) and some writing or highlighting. UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).

Seller Inventory # 000260900U

Bibliographic Details

• Title: Learning and Instruction: Theory into Practice
• Publisher: Prentice Hall
• Publication Date: 1996
• Language: English
• ISBN 10: 0132482886
• ISBN 13: 9780132482882
• Binding: Hardcover
• Edition: Subsequent.
• Condition: Good

About this title

Synopsis

Core text for learning theories courses in education and human learning courses in psychology.

Takes a models approach by presenting separate chapters on individual theorists and perspectives. This well-organized text offers superior coverage of contemporary learning theories and their application to educational practice. A favorite among students, it translates basic assumptions and principles of two earlier theories and seven contemporary learning theories into understandable guidelines for classroom instruction. The author discusses issues related to each of the seven theories including readiness, motivation, problem-solving, and the social context for learning.

From the Back Cover

THIS TEXT TAKES A MODELS APPROACH BY PRESENTING SEPAATE CHAPTERS ON INDIVIDUAL THEORIES AND PERSPECTIVES.

Learning and Instruction contains comprehensive coverage of all learning theory perspectives from behavioral to cognitive to social constructivist. Gredler's text takes a models approach by presenting separate chapters on individual theories and perspectives such as Piaget, Weiner, and Bandura.

• Each major theory chapter now contains a new section titled "Relationships to Other Perspectives" that compares and contrasts each perspective with other theories of learning.
• This edition now includes a current examination of neuroscience's contributions to learning theories.
• The new Chapter 10 clarifies the concepts in Vygotsky's theory, specifically the role of the teacher and subject matter learning in cognitive development.
• The text very clearly translates basic assumptions and principles into understandable guidelines for classroom instruction.