Titlebook: Cognitive Strategy Research; From Basic Research Christine B. McCormick,Gloria E. Miller,Michael Pr Book 1989 Springer-Verlag New York Inc

修改

978-1-4613-8840-1Springer-Verlag New York Inc. 1989

爭(zhēng)吵

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主動(dòng)脈

Semantic Web Collaborative Spacessses that can facilitate particular performances (e.g., Pressley, Forrest-Pressley, Elliott-Faust, & Miller, 1985). Most of this interest has been on the part of researchers, who have often focused on basic paradigms (e.g, paired-associate learning, list learning) that do not represent well or compl

一瞥

FLAGR

Foreknowledge

Semantic Web Collaborative Spacesen accomplish tasks, completing parts children cannot; and they tend to offer less assistance as children become able to do more on their own. Children are also exposed, however, to people who do not share their knowledge and skills (or do so poorly), do not help children attempt new tasks, and/or d

吞沒

Fibrin

Rinke Hoekstra,Paul Groth,Marat Charlaganov985, 1987) and classroom studies by Palincsar (Palincsar & Brown, 1984), Paris (Paris, Cross, & Lipson, 1984), Pearson (1985), and ourselves (Duffy, Roehler, Sivan, et al., 1987). This instructional research is based on what researchers have learned about how expert readers use strategies (Pressley

mediocrity

Hiatus

Shafqat Mumtaz Virk,Yann-Huei Lee,Lun-Wei Kul Assessment of Educational Progress, 1986; National Commission on Excellence in Education, 1983). The 1986 NAEP “Writing Report Card” surveyed the writing skills of 55,000 students from 4th to 11th grade across the country. Children in this project completed assignments that assessed their informat