Teaching for Transfer: Fostering Generalization in Learning
Anne McKeough, Judy Lee Lupart, Anthony Marini
Routledge, Dec 16, 2013 - Education - 248 pages
The transfer of learning is universally accepted as the ultimate aim of teaching. Facilitating knowledge transfer has perplexed educators and psychologists over time and across theoretical frameworks; it remains a central issue for today's practitioners and theorists. This volume examines the reasons for past failures and offers a reconceptualization of the notion of knowledge transfer, its problems and limitations, as well as its possibilities.
Leading scholars outline programs of instruction that have effectively produced transfer at a variety of levels from kindergarten to university. They also explore a broad range of issues related to learning transfer including conceptual development, domain-specific knowledge, learning strategies, communities of learners, and disposition. The work of these contributors epitomizes theory-practice integration and enables the reader to review the reciprocal relation between the two that is so essential to good theorizing and effective teaching.
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Chapter 2 A Dispositional View of Transfer
Flexible Learning and Understanding
Chapter 4 Promoting Transfer Through Model Tracing
Chapter 5 Derived Structural Schemas and the Transfer of Knowledge
The Importance of the Central Conceptual Structures in the Elementary Mathematics Curriculum
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ability academic action activities analogy analysis Anderson assessment behavior Benchmark Bereiter Borkowski Brown Cambridge Campione central conceptual structure chapter child classroom cognitive Cognitive Psychology context control groups curriculum Dansereau designed developmental domain Educational Psychology effects El-Dinary example experience Experimental ﬁrst ﬂexible frame problem Grade Hillsdale Holyoak Ieaming intelligence intelligent tutoring systems involved Journal Lawrence Erlbaum Associates learners learning disabled lessons maps mathematical McKeough Meichenbaum memory mental metacognitive module Montgomery County narrative number knowledge number line participants performance perspective posttest presented Pressley primitive equations problem solving processing Psychology questions reading comprehension reading group reciprocal teaching reﬂect reification representation Rightstart program SAIL self-regulated learning self-regulation Singley situations skills story structural schemas Tasaday task analysis taught teachers teaching for transfer theory thinking transactional strategies instruction transfer of learning transfer tasks typically understanding University of Calgary University Press