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Problem Solving for Teaching and Learning


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Table of Contents

Section 1: Setting the Scene

Chapter 1: Michael Lawson: Teacher of Teachers and Researchers, and Academic Citizen

Janice Orrell

Chapter 2: Learning is a Problem-solving Activity

Helen Askell-Williams

Section 2: Conceptualising Problem Solving Chapter 3: Human Problem Solving and Instructional Design John Sweller Chapter 4: Academic Challenges as Opportunities to Learn to Self-regulate Learning Allyson F. Hadwin Sarah K. Davis Aishah Bakhtiar Philip H. Winne Chapter 5: Word Knowledge Quality and Literacy John R. Kirby Chapter 6: Developing Problem Solving and Other General Capabilities: What Will It Take and How Can We Be Sure of Success? David D. Curtis Chapter 7: Messy Problems of Personal and Family Life: Solving Inheritance Problems Jeanette A. Lawrence Section 3: Teachers' Knowledge and Beliefs about Problem Solving Chapter 8: Teachers' Beliefs and Knowledge Stella Vosniadou Chapter 9: The Quality of Knowledge and Beliefs that Teachers Use When Solving Teaching and Learning Problems Helen Askell-Williams Shyam Barr Ernest Ngendahavo Chapter 10: Problematising Assessment of Student Learning Janice Orrell Shani Sniedze-Gregory Chapter 11: Types of Knowledge Teachers Use When Solving Educational Problems: A Case Study of the Implementation of the Promoting Alternative Thinking Strategies (PATHS) Program Ann Lendrum Helen Askell-Williams Section 4: Fostering Students' Problem-solving Capabilities Chapter 12: Problem Solving by Students with Intellectual Disability Carol Le Lant Chapter 13: What Gifted Students and a Regular Class of Primary School Students Know and Do about Problem Solving Penny Van Deur Chapter 14: Problem Solving Using the Keyword Method and Mental Imagery During Vocabulary Recall Mirella Wyra Chapter 15: The Advantages and Disadvantages of Problem-solving Practice When Learning Basic Addition Facts Sarah Hopkins Chapter 16: Problem Solving in Mathematics: Evidence of High-gain Strategies Katherine L. Dix Chapter 17: Synergy between Teachers' Knowledge and Students' Learning: Perspectives from Research on Mathematics Education Mohan Chinnappan Chapter 18: Reflections on a Ten-year Research Partnership with Glenunga International High School Alan Barnes Bruce White

About the Author

Helen Askell-Williams (PhD) is an Associate Professor of Education at Flinders University. Helen teaches cognitive psychology and educational practice and building positive mental health in school communities. Her research focusses on teachers' and learners' knowledge about learning, and on promoting student wellbeing and positive mental health. Her most recent research is leading an Australian Research Council Discovery Grant project, Sustainability of Effective Educational Initiatives, investigating features that support the long-term success of educational programs. Janice Orrell is an Emeritus Professor of Higher Education and Assessment in the College of Education, Psychology and Social Work at Flinders University. Her work largely focusses on assessment and work integrated learning in higher education. Her recent research focusses on initial teacher education and pre-service teachers' thinking about the work and role of teachers. She works with a non-formal school for tribal and Dalit women in southern India focussing on non-formal education for liberation and empowerment.

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