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| Preface | ||
| Introduction to Part I: The Nature of Knowledge and Learning | 1 | |
| 1 | Interdisciplinary Instruction in a Southeastern High School | 3 |
| 2 | What Do We Mean by Knowledge and Learning? | 15 |
| 3 | Motivation to Read and Learn From Text | 45 |
| Introduction to Part II: How Students Learn Content Knowledge | 71 | |
| 4 | Four Questions About Vocabulary Knowledge and Reading and Some Answers | 73 |
| 5 | What Is the Point? Tests of a Quick and Clean Method for Improving Instructional Text | 95 |
| 6 | Literature's Place in Learning History and Science | 117 |
| 7 | When Knowledge Contradicts Intuition: Conceptual Change | 139 |
| 8 | Learning From Text in a Post-Typographic World | 165 |
| 9 | Making Text Meaningful: The Role of Analogies | 193 |
| Introduction to Part III: Learning Disciplinary Knowledge | 209 | |
| 10 | Literacy, Textuality, and the Expert: Learning in the English Language Arts | 211 |
| 11 | To Think and Act Like a Scientist: Learning Disciplinary Knowledge | 227 |
| 12 | The Nature of Disciplinary and Domain Learning: The Knowledge, Interest, and Strategic Dimensions of Learning From Subject Matter Text | 263 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Ryan Hines
reviewed Learning from Text Across Conceptual Domains on December 20, 2012
Learning from Text Across Conceptual Domains
Unfortunately, I was very disappointed with this book. The grammar in the text is atrocious, and I can only assume that only the absolute minimum for editing and proof-reading was used, if that. The author misused words, had numerous grammatical errors, had frequent typos (extra letters/numbers/symbols added into words, etc.), contradicted herself in different chapters, and repeated herself more often than was necessary. I cannot say whether all of these errors are the fault of the writer or of the editor, but either way, the number and severity of such mistake discredit this book as a reliable professional resource. Although the author had a couple of good and helpful ideas, they were lost among the sea of mistakes and contradictions. I am not sure how this text came to be a published, printed book in its current condition. I also found that many of the sources the author used in her "research" were not the most credible or academic resources that she could have used. Overall, I think that my two-star rating is generous- I would not recommend this book.
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Add Learning from Text Across Conceptual Domains, This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms—critical spaces of learning and thinking. The a, Learning from Text Across Conceptual Domains to the inventory that you are selling on WonderClubX
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Add Learning from Text Across Conceptual Domains, This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms—critical spaces of learning and thinking. The a, Learning from Text Across Conceptual Domains to your collection on WonderClub |