Cognitive Psychology and Educational Practice

Un modèle heuristique pour l’individualisation de l’enseignement

“…Les recherches dans ce domaine sont relativement récentes, mais de plus en plus, on y découvre certaines covariations entre les facteurs externes ou les conditions facilitantes de l'environnement éducatif et l'activation des processus cognitifs internes chez l'apprenant (Gagné, 1974;Gagné et Briggs, 1974;Denton, Armstrong et Savage, 1980). De plus en plus, la recherche met en relief le rôle actif que doit jouer l'apprenant dans son apprentissage, et aussi, on commence à entrevoir la possibilité d'enseigner certains de ces processus (Calfee, 1981;Collins et Smith, 1982;Glaser et Pellegrino, 1982). Les sous-systèmes de l'apprenant identifiés par le modèle constituent la dimension psychologique qui est pertinente au processus d'apprentissage.…”

Defining effective leadership for Connecticut's future schools

“…Such meaning will be highly personal, and students may develop very different understandings of the same curriculum's content. • Meaning is constructed in the process of comparing existing understandings (organized into "'knowledge structures" or "'schema") with perceptions of the environment--the school's curriculum, for example--and (l) finds matches with existing understanding or knowledge structures and~or (2) adapts and adds new elements to existing knowledge structures (Calfee, 1981;Gagn6, 1985;Lindsay & Norman, 1977). The primary cognitive resources available to learners in their efforts at sense making are what they already know.…”

Integrating Assessment and Instruction: A Research and Development Agenda

“…Based on these results, profiles over the seven different areas can be computed that reflect the pattern for the group or the individual under investigation. Research indicates that the use of these profiles can provide important insights to teachers regarding skill differences between reading ability groups (Calfee, 1981;Calfee & Spector, 1981). In particular, when students classified either as learning-disabled, or bottom quartile readers but not disabled, or average readers were assessed in this manner, specific patterns of weaknesses and strengths related to ability Integrating Assessment and Instruction…”