Table of Contents

Introduction - Patricia Murphy
PART ONE: THINKING ABOUT LEARNING
On Becoming Labelled - The Story of Adam - R P McDermott
PART TWO: VIEWS OF THE MIND
IMPLICATIONS FOR LEARNING AND ASSESSMENT
Reconstructing Educational Psychology - Eric Bredo
Is Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A Howe
Making up the Mind - Oliver Sacks
Cognitive Development through Social Interaction - Barbara Rogoff
Vygotsky and Piaget
Legitimate Peripheral Participation - Jean Lave and Etienne Wenger
Assessment in Context - Howard Gardner
Assessment, Learning Theories and Testing Systems - Paul Black
Where Is the Mind? - Paul Cobb
PART THREE: LEARNING AND ASSESSMENT
CURRICULUM IMPLICATIONS
Problem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et al
The Case of Mathematics
Assessment Issues in a Performance-Based Subject - Doune Macdonald and Ross Brooker
A Case Study of Physical Education
Outcomes, Competencies and Trainee-Centred Learning - Alison Wolf
The Gap between Rhetoric and Reality
Situated Learning and Transfer - Hans Gruber et al
Implications for Teaching
When Is Experiential Learning Not Experiential Learning? - Mike Wallace
PART FOUR: LEARNING AND ASSESSMENT PROCESSES
Design of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du Boulay
Supporting Collaborative Learning - Patricia Murphy
A Gender Dimension
The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves Benett
Cultural Bridging and Children′s Learning - Kathy Stredder with Karen Emmott and Chris Carpenter
Anyone for Tennis? Social Class Differences in Children′s Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead Dunne
Securing Conceptual Development in Workplaces - Stephen Billett and Judy Rose