The three factors upon which a teacher should found their evaluations of an educational practice can be reduced to the following:
Keith Stanovich — Cognitive Science: His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding Reading: Finding Meaning in the Age of Darwin.
Additional bio info Dr. Stanovich is a scientist's scientist and a man whose pioneering work has contributed substantially to both the cognitive science and reading science fields. Crisp, humorous and sparkling with brilliant insight, interviewing Dr.
Stanovich was a complete delight. Bold is used to emphasize our [Children of the Code] sense of the importance of what is being said and does not necessarily reflect gestures or tones of emphasis that occurred during the interview. That was one of my questions and so as I was searching around.
To actually find an article titled like that was a great find. Just what you needed. Just what I needed. I really enjoyed meeting her.
She spans the world of the classroom and the world of research, which is really what we need so badly in the reading field. I noticed some issues surrounding that echoing through your questions and the ideas of word recognition as a capacity bottleneck. That article propounds a view very similar to what you articulated.
We look for convergence and commonalities. That takes me to the long question that you sent me. The list goes on and on… Is reading science like bible interpretation? How can we develop a common framework for correlating and comparing the overwhelming diversity of findings in reading science?
You could do the same thing with curing cancer. The same thing is true of this list here. Well, maybe it was like Bible interpretation thirty years ago. Yes, and I think that we are too. I probably could have phrased that a little bit differently but I think you understood the drift of it.
Are We Teaching Teachers not to be Learners?: Yes, very much so. Similar things go on there.
You have teachers picking up knowledge from in-service gurus and teaching reading without a knowledge of phonology or orthography or the history of linguistic change, which I see is one of your interests, and what I would call information processing, cognitive psychology, for that matter, relevant issues and cognitive development.
This is what I call the discipline-based knowledge that surrounds reading. Very little of it penetrates into reading education.
The point I make is that this is an unfortunately replicable phenomena. It happens in the area of critical thinking as well. Schools have programs they get, again, from commercial packages, in-service gurus, with no grounding in discipline-based knowledge in thinking and reasoning; and I mean discipline-based knowledge in philosophy, decision science, decision theory, cognitive science — where principles of rational thought are being studied empirically and theoretically by philosophers.
None of this penetrates education. And actually having an appetite to understand something for yourself, striving into your own learning, and then having access to the kind of resources that will support your learning and keeping it going right through your practice in school with kids.
How is it that you come to this? How I came to this starts in another one of my collaborations. I have two long-term collaborators in my career, long-term being over twenty-five years.
He and I were graduate students at University of Michigan together and we were cognitive developmental psychologists.March Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices.
Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude, International Journal of Educational Research, Chapter 3 Distinguishing the reflective, algorithmic, and autonomous minds: Is it time for a tri-process theory?
Keith E. Stanovich In a recent book (Stanovich, . Specifically, the findings from this study described how preservice teachers' beliefs and professional knowledge about teaching struggling readers influenced their expectations, instruction, and evaluation of struggling readers.
Various tasks in the heuristics and biases branch of the reasoning literature involve some type of decontextualized reasoning (Kahneman, ; Stanovich, ). Using Stanovich and Stanovich's () Framework for Evidence-Based Practice in Education, Compare and Contrast the Theoretical and Evidence Base for Using Wordle and Memory Tutor (Based on Fact) Based on Stanovich and Stanovich’s.
Technical Examination of a Measure of Phonological Sensitivity. SAGE Open Gearhart, Herman, Novak, and Wolf (); and Mott, Etsler, and Drumgold ().
For a review of this framework, see Eva L. Baker: Testing and Assessment: A Progress Report. Technical Examination of a Measure of Phonological Sensitivity, SAGE Open.