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| Acknowledgements | |
| Applying What We Know in Our Schools: A New Theory of Learning | |
| What Most Students Can Do Is No Longer Enough | |
| New Expectations | |
| A Science of Mind: The MIT Meeting | |
| The Revolution Becomes a Discipline | |
| Cognitive Bottlenecks and High-Order Skills | |
| Knowing Why | |
| The Science of Mind: Analyzing Tasks, Behaviors, and Representations | |
| A Balance-Scale Problem | |
| The Human Computer and How It Works | |
| Processing and Storing Symbols: Human Memory Structures | |
| Problems and Representations | |
| Analyzing the Task | |
| Analyzing the Balance-Scale Task | |
| Finding Out What Children Know | |
| Experts and Response-Time Studies | |
| The Balance Scale and Learning | |
| Protocol Analysis, Encoding, and Representations | |
| From Rule III to Rule IV | |
| Cognitive Research and Effective Instruction | |
| Intelligent Novices: Knowing How to Learn | |
| Transfer | |
| Formal Disciplines and Mental Fitness | |
| Elements, Productions, and Transfer | |
| General Methods and Intelligent Behavior | |
| Experts' Domain-Specific Knowledge | |
| Weak Methods in the Schools | |
| Metacognition | |
| Metacognition and Intelligent Novices | |
| Metacognition and Education | |
| The Final Element: General Skills Again | |
| The New Synthesis and the Teaching of High-Order Skills | |
| Mathematics: Making It Meaningful | |
| Preschool Children and Number | |
| The Mental Number Line: The Heart of Math Readiness | |
| The Readiness Module | |
| Knowing Your Places: Learning Multi-Digit Arithmetic | |
| Buggy Arithmetic | |
| Marrying Concepts to Procedures | |
| The Bug Picture | |
| Word Problems: The Black Hole of Middle School Math | |
| The Adventures of Jasper Woodbury: Invitations to Thinking | |
| Jasper's Theoretical Basis: Representations and Inert Knowledge | |
| Theory into Prototype | |
| Jasper's Debut | |
| The Jasper Implementation Network | |
| Geometry Proof Tutor: An Underground Classic | |
| The Sorry State of Geometry | |
| The Expert Model | |
| The Tutor | |
| The Interface | |
| GPTutor in the Classroom | |
| From Theory to Practice to Theory | |
| Science: Inside the Black Box | |
| Inside the Black Box | |
| Misconceptions and Cognitive Development | |
| The Jumping-Off Point | |
| Expert vs. Novice Physicists | |
| Problem-Solving Behavior | |
| Schemas | |
| Schemas and Problem Solving | |
| ThinkerTools: Physics in Middle School | |
| Designing ThinkerTools | |
| Motion in One Direction | |
| Motion in Two Dimensions | |
| Continuous Forces and Gravity | |
| Analyzing Trajectories | |
| The Theory of Instruction: Using the Microworlds | |
| ThinkerTools in the Schools | |
| High School Physics from a Cognitive Perspective | |
| Facets | |
| Benchmark Lessons: What Are Your Ideas Right Now? | |
| Don't Feel Dumb! | |
| Does It Work? Why? | |
| Teaching for Understanding | |
| Reading: Seeing the Big Picture | |
| Cognitive Models of Skilled Reading | |
| One Loop Through the Cycle | |
| Cognitive Models and Reading Instruction | |
| Explaining the Whys | |
| Word Recognition: Accuracy Plus Speed | |
| Automaticity and the Great Debate | |
| Improving Linguistic Knowledge: Rich Vocabulary Instruction | |
| Background Knowledge in Learning to Read | |
| Background Knowledge in Reading to Learn | |
| The Big Picture: Reciprocal Teaching, Metacognition, and Reading | |
| Into the Classroom | |
| Writing: Transforming Knowledge | |
| Writing: Solving Ill-Defined Problems | |
| Studying the Process: A Cognitive Model of Writing | |
| Planning and Its Subprocesses | |
| Expert, Novice, and Student Writers | |
| From Cognitive Process to Cognitive Rhetoric | |
| Constructive Planning: Building Rhetorical Representations | |
| Knowledge Telling versus Knowledge Transforming | |
| Tanya Again | |
| Writing in the Culture of School | |
| Collaborative Planning: Making Thinking Visible | |
| CSILE on Huron Street | |
| Student from a traditional classroom: | |
| CSILE Student: | |
| Testing, Trying, and Teaching | |
| Cognition and Testing: From Correlations to Causes | |
| The Traditional Theory of Testing | |
| A Cognitive Theory of Learning Assessment | |
| Intelligence and Assessment: Beyond IQ | |
| Dynamic Assessment: Helping Weak Learners | |
| Motivation: Thriving versus Withering | |
| Motivation and Classroom Practices | |
| Teacher Cognition: What Does Nancy Know? | |
| The Missing Research Program | |
| Teaching and Knowledge Transforming | |
| Changing Our Representations: Thinking of Education in New Ways | |
| A Science of Learning in the Classroom | |
| Representations of Research | |
| Solving an Ill-Structured Problem | |
| Knowing Why | |
| Suggested Reading | |
| Notes | |
| Bibliography | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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