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Handbook of Academic Learning

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Table of Contents

Academic Learning: Perspectives, Theory, and Models: E. Bredo, The Social Construction of Learning. G.D. Phye, Learning and Remembering: The Basis for Personal Knowledge Construction. M.H. Dembo and M.J. Eaton, School Learning and Motivation. B.J. Zimmerman and R. Risemberg, Self-Regulatory Dimensions of Academic Learning and Motivation. P.D. Nichols and D.J. Mittelholtz, Constructing the Concept of Aptitude: Implications for the Assessment of Analogical Reasoning. Teaching "How to Learn" within Domains: M. Pressley, R. Wharton-McDonald, J. Rankin, P.B. El-Dinary, R. Brown, P. Afflerbach, J. Mistretta, and L. Yokoi, Elementary Reading Instruction. J.M. Royer, A Cognitive Perspective on the Assessment, Diagnosis, and Remediation of Reading Skills. S.L. Benton, Psychological Foundations of Elementary Writing Instruction. R.E. Burnett and L.M. Kastman, Teaching Composition: Current Theories and Practices. M.L. Franke and D.A. Grouws, Developing Student Understanding in Elementary School Mathematics: A Cognitive Perspective. S.R. Williams, Mathematics (Grades 7-12). K. Tobin, The Teaching and Learning of Elementary Science. J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Meaningful Learning in Science: The Human Constructivist Perspective. Learning to Learn: G.D. Phye, Inductive Reasoning and Problem Solving: The Early Grades. R.E. Mayer, Incorporating Problem Solving into Secondary School Curricula. D.R. Olson, Critical Thinking: Learning to Talk About Talk and Text. Assessment of Classroom Learning: W.D. Schafer, Classroom Assessment. J.H.M. Hamers and A.J.J.M. Ruijssenaars, Assessing Classroom Learning Potential. V. Spandel, Reflections on Portfolios. Epilogue: Classroom Learning, Looking Ahead. Index.

Promotional Information

Key Features * Discusses teaching methods for specific subject areas: reading, writing, math, science, and critical thinking * Contains field-tested examples for the education professional at the school site * Reviews theory, research, techniques, and assessment at the school site * Identifies effective teaching with specific techniques * Covers elementary school through high school * Identifies how students learn to learn * Provides a resource for staff development

About the Author

Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.


"Phye has edited and contributed to a book that will be essential reading among those who study learning. More than explicating learning theories, as Gorden H. Bower and Ernest R. Hilgard's highly regarded Theories of Learning (1981) did for a generation of learning theory students, the contributors discuss the evolution of constructivist theories and explain their emergence and application." --CHOICE

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