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Toward the Practice of theory-based Instruction

Current Cognitive theories and their Educational Promise

This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.

She suggests that the parallel strategies used by proficient readers and writers
yields a connection between the two domains of knowledge and identifies three
views of the interface. The first view holds that ... Proponents of this position
highlight the metacognitive connections between reading and writing, such as
the mindful deployment of resources including matching “procedure" to “pur—
pose” as well as monitoring the product to evaluate meaningfulness. The third,
and least ...