| Edition |
First edition. |
| Description |
1 online resource (xiv, 407 pages) : illustrations |
| Note |
Festschrift for Harold Stevenson. |
| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
A bicultural model of academic development / David C. Geary, [et al.]... -- Mathematics learning and teaching in the school context: reflections from cross-cultural comparisons / Shin-Ying Lee -- Cultural contexts of schooling revisited: a review of "The Learning Gap" from a cultural psychology perspective / Giyoo Hatano and Kayoko Inagaki -- Contexts of achievement / Jacqueline J. Goodnow -- Video surveys: new data for the improvement of classroom instruction / James W. Stigler -- Learning about the orthography: a cross-linguistic approach / Peter Bryant and Terezinha Nunes --Assessing young children's literacy strategies and development / Scott G. Paris and Christina E. van Kraayenoord -- Literacy retention: comparisons across age, time, and culture / Daniel A. Wagner -- Literary experiences and the shaping of cognition / Keith E. Stanovich, Anne E. Cunningham, and Richard F. West -- Japanese collectivism and education / Hiroshi Azuma -- Beyond reform slogans: linking developmental psychology and teacher education reform / Frank B. Murray -- Applying the findings of developmental psychology to improve early childhood intervention / Edward Zigler and Sally J. Styfco. |
| Summary |
Within this book several teams of researchers discuss their work in East Asian countries and identify effective teaching techniques associated with high mathematical achievement. Other authors describe how cultural beliefs and the social expectations of parents and teachers influence children to work persistently to understand mathematical concepts. In addition to mathematics, literacy development is analyzed from several perspectives; authors examine factors that affect how young children learn to spell and study how exposure to print influences literacy. Other authors identify literacy tasks that can be used to access children's cognitive strategies, consider what educators can do to enhance long-term retention of literacy after formal schooling ends, and discuss what can be done to enhance teacher training. /// This book was inspired by H. W. Stevenson's research on children's learning and includes chapters by colleagues, friends, and students who have benefited from his work. (PsycINFO Database Record (c) 2004 APA, all rights reserved). |
| Note |
Description based on print version record. |
| Form |
Also issued in print. |
| Issued By |
Made available through: American Psychological Association's PsyBooks Collection. |
| Note |
GMD: electronic resource. |
| Subject |
Academic achievement -- Psychological aspects -- Cross-cultural studies.
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Child development -- Cross-cultural studies.
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Cognition in children -- Cross-cultural studies.
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Mathematical ability -- Cross-cultural studies.
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Educational anthropology -- Cross-cultural studies.
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Education -- Social aspects -- Cross-cultural studies.
|
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Stevenson, Harold W. (Harold William), 1924-2005
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Child Development.
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Cognition.
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Education.
|
| Added Author |
Paris, Scott G., 1946-
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Wellman, Henry M.
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American Psychological Association.
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| Other Form: |
Global prospects for education (print) |
|
