WorldCat Identities

Bransford, John

Overview
Works: 56 works in 315 publications in 4 languages and 18,225 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Abstracts 
Roles: Author, Editor, Thesis advisor, Other, Author of introduction
Classifications: LB1060, 370.1523
Publication Timeline
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Most widely held works about John Bransford
 
Most widely held works by John Bransford
How people learn : brain, mind, experience, and school by John Bransford( )

61 editions published between 1900 and 2004 in 4 languages and held by 6,765 WorldCat member libraries worldwide

When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of science as significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture of what people see and absorb. How People Learn examines these finding and their implication for what we teach, how we teach it, and how we assess what our children - and adults - learn. Newly expanded to show how theories and insights can translate into actions and practice, How People Learn makes a real connection between classroom activities and learning behavior
How students learn : mathematics in the classroom by National Research Council (U.S.)( )

58 editions published between 1900 and 2006 in English and Spanish and held by 4,322 WorldCat member libraries worldwide

Includes the introduction and concluding chapter and the subset of chapters focusing on mathematics from How students learn : history, mathematics, and science in the classroom. The full set of chapters is found on the enclosed CD-ROM
How people learn : bridging research and practice by National Research Council (U.S.)( )

23 editions published between 1999 and 2009 in English and German and held by 2,471 WorldCat member libraries worldwide

This report asks how the insights from the research reviewed in the National Research Council's "How People Learn" (1999) can be incorporated into classroom practice. The report also suggests a research and development agenda that would inform and stimulate the required change. Following an introductory chapter that frames the agenda of the report, chapter 2 summarizes some of the key findings from "How People Learn" and outlines implications of those findings for teaching and for designing classroom environments. "How People Learn" is a large report; this document focuses on the findings and messages that are most relevant to classroom practice. Chapter 3 summarizes responses from educators and policymakers that were offered at a conference and workshop that discussed "How People Learn." More specific suggestions made by conference and workshop participants are incorporated into chapter 4, in which the workshop committee presents its recommendations for a research and development agenda. The agenda is organized around: (1) educational materials; (2) preservice and inservice education; (3) public policy; and (4) public opinion and the media. Appendixes list meeting participants with their biographical sketches. (Contains 58 references.) (Sld)
Preparing teachers for a changing world : what teachers should learn and be able to do by Linda Darling-Hammond( Book )

19 editions published between 2005 and 2017 in English and held by 1,263 WorldCat member libraries worldwide

"Based on rapid advances in what is known about how people learn and how to teach effectively, this book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession." "Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom."--Jacket
The ideal problem solver : a guide for improving thinking, learning, and creativity by John Bransford( Book )

30 editions published between 1984 and 2002 in English and Spanish and held by 1,220 WorldCat member libraries worldwide

Perceiving, acting, and knowing : toward an ecological psychology by Robert Shaw( Book )

18 editions published between 1973 and 2017 in English and held by 616 WorldCat member libraries worldwide

Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Table of Contents -- Preface -- 1. Introduction: Psychological Approaches to the Problem of Knowledge -- Part I: Perception, Action, and Development -- Section A: Perceiving Our World -- 2. James J. Gibson's Strategy for Perceiving: Ask Not What's Inside Your Head, but What Your Head's Inside of -- 3. The Theory of Affordances -- 4. Some Comments on the Nature of the Perceived Universe -- 5. Perceiving the Face of Change in Changing Faces: Implications for a Theory of Object Perception -- Section B: Developing Knowledge -- 6. Visual Attention and Sensibility -- 7. The Development of Thought: On Perceiving and Knowing -- 8. The Mechanics of Growth and Adaptive Change -- Section C: Acting and Perceiving -- 9. Preliminaries to a Theory of Action with Reference to Vision -- 10. A Conceptual Framework for Cognitive Psychology: Motor Theories of the Mind -- Part II: Language and Knowing -- Section A: Knowing through Language -- 11. Speech and the Problem of Perceptual Constance -- 12. Disorganization in Thought and Word -- 13. Resemblances in Language and Perception -- Section B: Accessing Knowledge -- 14. How to Catch a Zebra in Semantic Memory -- 15. Remember That Old Theory of Memory? Well, Forget it! -- 16. Toward Unexplaining Memory -- Author Index -- Subject Index
Human cognition : learning, understanding, and remembering by John Bransford( Book )

13 editions published between 1979 and 1989 in English and held by 467 WorldCat member libraries worldwide

How Students Learn : History in the Classroom by Committee on How People Learn( )

1 edition published in 1900 in English and held by 293 WorldCat member libraries worldwide

The role of research in educational improvement by John Bransford( Book )

6 editions published in 2009 in English and held by 250 WorldCat member libraries worldwide

Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice in education. The emergence of standards-based reform and the passage of NCLB have generated increasing pressure for evidence-based decision making at all levels. Yet there is little clarity about how research results are actually used in education, or what kinds of evidence are most useful to practitioners and policymakers. In this book, leading scholars in the field examine the culture, incentives, and opportunities that shape the decision-making practices of educational professionals (teachers, administrators, and policymakers) as well as individuals, intermediary organizations, and private sector groups who engage in and disseminate research. The authors explore the multiple ways in which research - or the lack of it - influences the quality of instruction, both directly and indirectly. They identify strategies for making research and development a more vital and relevant part of educational decision making and provide suggestions for strengthening the research-to-practice pipeline. Part description and part prescription, the book maps out avenues for important changes in education research, policy, and practice. -- from back cover
Computer strategies for education : foundations and content-area applications by Charles K Kinzer( Book )

7 editions published in 1986 in English and held by 240 WorldCat member libraries worldwide

The IDEAL workplace : strategies for improving learning, problem solving, and creativity( Book )

1 edition published in 1998 in English and held by 84 WorldCat member libraries worldwide

This manual, which is based on extensive research on cognitive psychology and organizational theory, contains resources for nine workshop sessions designed to help people become creative problem solvers in their workplace and their lives. The materials are based on Bransford and Stein's ideal model, according to which successful problem solving entails the following actions: Identify problems that others may have overlooked; Develop at least two sets of contrasting goals for any problem and define them explicitly; Explore strategies and continually evaluate those strategies' relevance to their goals; Anticipate the effects of strategies before acting on them; and examine the effects of their efforts and Learn from them. Topics addressed in the nine modules are as follows: the importance of problem solving; the ideal framework; understanding ourselves; enhancing creativity; perfecting the art of learning (this topic is covered in two sessions); assessing what we know; effective communication; and putting it all together. After a note to trainers that explains the principles of the ideal model and the trainer's role in helping master problem-solving strategies, the following materials are provided: module overviews and lesson plans; exercises for grammar, vocabulary, writing, and math; student handouts; pretests and posttests, and answer keys to all exercises and tests. (Mn)
Solución ideal de problemas : guía para mejor pensar, aprender y crear by John Bransford( Book )

13 editions published between 1983 and 1993 in Spanish and held by 56 WorldCat member libraries worldwide

Science in the classroom by National Research Council (U.S.)( )

4 editions published in 2005 in English and held by 47 WorldCat member libraries worldwide

Leading for instructional improvement : how successful leaders develop teaching and learning expertise by Stephen L Fink( )

5 editions published in 2011 in English and held by 36 WorldCat member libraries worldwide

"There is little agreement among school leaders on what constitutes quality teaching and how best to support teachers in improving lessons, assessments, and classroom instruction. This book will show how principals and other school leaders can 'grow' the expertise of teachers to deliver high quality instruction that serves all students well. It introduces principals to a five-part model of effective instruction. It then shows leaders how to make use of this framework for guiding new and veteran teachers on improving lessons, instruction, and other aspects of classroom practices."--
Visual information processing; proceedings by William G Chase( Book )

4 editions published in 1973 in English and held by 28 WorldCat member libraries worldwide

Visual Information Processing documents the Proceedings of the Eighth Annual Carnegie Symposium on Cognition, held at the Carnegie-Mellon University, Pittsburgh, Pennsylvania on May 19, 1972
Problem-Based Case Learning : making learning real with educators, businesses, and students in partnership by Jim Johnson( Book )

1 edition published in 2011 in English and held by 6 WorldCat member libraries worldwide

Problem-Based Case Learning (PBCL) is a learning process that begins with a problem presented by a business partner in cooperation with the instructor. High school and/or college students work in teams to focus on that problem as part of their normal classroom assignments. Students work on problems, which have never been solved, but would be beneficial to the business if they were solved. Students must integrate all academic skills while solving the problem by communicating with the business partner, identifying factors affecting the problem's solution, cooperating with team members to formulate a potential solution and then communicating that solution verbally and in writing back to the business partner. The successful process can be applied to all technology based courses as well as academic areas such as math and science.-- Publisher description
Learning science meets school finance : the how people learn framework as a tool for resource decisions by Diana Sharp( )

1 edition published in 2007 in English and held by 5 WorldCat member libraries worldwide

Temporal integration and the acquisition of linguistic ideas by John Bransford( )

4 editions published in 1970 in English and held by 4 WorldCat member libraries worldwide

Learnable interfaces--leveraging navigation by design by Kari Gunvaldson Swanson( )

1 edition published in 2012 in English and held by 3 WorldCat member libraries worldwide

Complex productivity applications that integrate tasks in the workplace are becoming more common. Usability typically focuses on short-term, immediate measures of task performance. This study incorporates a long-term goal of more durable learning, focusing on implicit learning (spontaneous, unplanned, usually unconscious learning as a result of other activities). It looks at how the design of complex applications can facilitate such incidental learning of both the application and the task domain when a conceptual model of the task domain is intentionally embedded. This can lead to more productive communication lower development and training costs, and improved task performance. The study targets the navigation interface as a gateway to exposing structural knowledge about the task domain as well as the organization of the application. Schema theory and cognitive load are discussed. The study used an application developed to design and manage lessons in large training programs. The application reflected an explicit conceptual model of Instructional Systems Design (ISD). The experiment was conducted over the internet and exposed a range of users to application tasks using one of three. navigation interfaces. These menus reflected the underlying model to different degrees; content pages were the same. The pre-test assessed participants' understanding of the embedded model as a baseline. A series of typical application tasks ensured exposure to concepts. Performance and subjective data were collected to assist interpretation of results. The test, a multiple choice version of concept map assessment, was then repeated to show changes in model alignment. Despite very brief contact time, the study confirmed that application interaction led to learning and greater alignment with the embedded model on all three measures: relationships, sequence, and vocabulary. Interaction was influenced by the cognitive load of high perceived difficulty and unfamiliarity and by the dominance of time spent on content pages over navigation time. Trends indicate a preference for constant menu visibility, familiarity, and simplicity (low informational density). Performance and learning for treatments reflecting the embedded model faired better than the standard Windows menu which shows only the application organization, not the embedded model
Theoretical models and processes of reading by Harry Singer( Book )

1 edition published in 2004 in English and held by 3 WorldCat member libraries worldwide

Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the second section discuss the various processes of reading, and are organized under subheadings for language, visual perception, word recognition, comprehension, metacognition, affective domain, and culture. Specific topics discussed in this section include oral and written language acquisition and the reading process, comprehension of text structures, development of selective attention strategies for learning from text, and the social context of learning to read. Essays in the third section explore various models of reading, including developmental, information processing, interaction, inferential, transactional-psycholinguistic, and affective models. Essays in the fourth section deal with teaching and research issues. Each of the four sections begins with a short introduction to its topic of focus
 
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How people learn : brain, mind, experience, and school
Alternative Names
Branford, John D.

Branford, John D. (John Douglas)

Branford, John D. (John Douglas), 1943-

Bransford, J. D.

Bransford, John.

Bransford, John D

Bransford, John D. 1943-

Bransford, John D. (John Douglas)

Bransford, John D. (John Douglas), 1943-

Bransford, John Douglas.

Buransufōdo, J. (John)

Buransufõdo, J. (John), 1943-

브랜스포드, 존

브랜스포드, 존 D

ブランスフォード, J

Languages
English (253)

Spanish (16)

German (2)

Finnish (1)

Covers
How students learn : mathematics in the classroomHow people learn : bridging research and practicePreparing teachers for a changing world : what teachers should learn and be able to doThe ideal problem solver : a guide for improving thinking, learning, and creativityThe role of research in educational improvementScience in the classroomLeading for instructional improvement : how successful leaders develop teaching and learning expertiseTheoretical models and processes of reading