Learning and Instruction: Theory into Practice - Hardcover

Gredler, Margaret E.

3.5

40 ratings by Goodreads

9780132482882: Learning and Instruction: Theory into Practice

Hardcover

ISBN 10: 0132482886 ISBN 13: 9780132482882

Publisher: Prentice Hall, 1996

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Learning and Instruction: Theory into Practice 3rd EDITION by Margaret E. Gredler. Prentice Hall,1996

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From the Publisher:

With an increased emphasis on cognition and constuctivism, this well- organized text offers superior coverage of contemporary learning theories and their application to educational practice. Popular among students, it translates basic assumptions and principles of seven contemporary learning theories into easily understandable guidelines for classroom instruction, and discusses issues related to each theory, including readiness, motivation, problem-solving, and the social context for learning.

From the Inside Flap:

Preface

Against the tapestry of changing educational and social events, theories of learning continue to address the complexities of human learning and cognitive development. Rapid popularity of a theory, typically followed by misinterpretations, is sometimes followed by corrected perceptions and, as the theory matures, a legacy of one or more major concepts that enter the mainstream of educational thought. New in this edition are current applications of classical conditioning and Gestalt psychology, new developments in contemporary theories, and similarities and differences between each theory and other perspectives. In addition, the concepts in Vygotsky's theory are clarified, particularly the role of the teacher and subject-matter learning in cognitive development.

I would like to thank the following individuals for their review of this edition: Kay W Allen, University of Central Florida; Michael Bloch, University of San Francisco; Michael T. Dealy, New York University; and Fernando Hernandez, California State University, Los Angeles. In addition, I would like to thank the reviewers of the previous edition, Joyce Alexander, Indiana University; Scott W Brown, University of Connecticut; and Michael J. Wavering, University of Arkansas–Fayetteville, for their helpful comments.

Margaret E. Gredler

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