Coming to Terms
How Researchers in Learning and Literacy Talk About Knowledge
Bibliographic Data
| ID | 23372123 |
|---|---|
| Authors | Patricia A Alexander (0000-0001-7060-2582, Texas A&M University), Diane L Schallert (0000-0002-2546-3429, University of Texas), Victoria Chou Hare (University of Illinois Chicago) |
| Year | 1991 |
| Volume | 61 |
| Issue | 3 |
| Pages | 315-343 |
| Publication date | 1991-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00346543061003315 |
| OpenAlex | W2114573628 |
| Language | EN |
| Citations received | 92 |
| References cited | 75 |
Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning.
Cognition · Cognitive science · Epistemology · Literacy · Pedagogy · Sociology · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development
Understanding interpreters' ad hoc knowledge
Reducing cognitive load in multimedia navigation
The impact of directionality on Chinese/English simultaneous interpreting
The development of complexity, accuracy, and fluency in ESP learners’ writing
The theoretical beliefs of effective teachers of literacy in primary schools
Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests
Profiling Changing States of Conceptual Knowledge
A tomada de consciência e a prática de ensino
The Knower and the Known
Critical Discourse Analysis
Types and qualities of knowledge
The Effectiveness of Persuasive Messages
Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension
Reading on Paper and Digitally
Domain-specific prior knowledge and learning
The Multidimensional Knowledge in Text Comprehension framework
Metacognitive theories
A Motivated Exploration of Motivation Terminology
Self-regulated Learning at the Junction of Cognition and Motivation
Metacognition and learning
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
The Impact of Self- and Peer-Grading on Student Learning
Domain-Generality and Domain-Specificity in Personal Epistemology Research
Interest, Prior Knowledge, and Learning
Beyond Cold Conceptual Change
The Relation Between Assessment Practices and Outcomes of Studies
Teacher knowledge and the knowledge base of teaching
Feedback and Self-Regulated Learning
The Role of Goal Orientation in Self-Regulated Learning
Relation of Value Epistemological Beliefs Scale and Judgments of Two Similar Scenarios Attributed to Two Different Authorities
Back-Health Knowledge and Misconceptions Related to the Daily Life Activities of Secondary School Students
Relation of Value Epistemological Beliefs Scale and Judgments of Two Similar Scenarios Attributed to Two Different Authorities
Putting Safety in the Frame
On the Relationship between Scientific Knowledge and Scientific Reasoning Skills among Elementary School Students
Learning from Planned Vs. Unplanned Content
Enhancing topic-specific prior knowledge of students impacts their outcomes in mathematics
Linking Character Strengths and Key Competencies in Education and the Arts
Breaking down the walls of weak knowledge-sharing among Iranian teachers
Adaptive expertise – a characteristic of expertise in outdoor instructors
Tracking knowledge and confidence trajectories
The effects of relevant instructor self-disclosure on student affect and cognitive learning
Predicting transfer from a game-based learning environment
Leveraging What Students Know to Make Sense of Texts
Reasoning and Problem-Solving in Disciplinarily Diverse Teams
The use of video to maximise cooking skills
Personal epistemology across cultures
Elementary school students’ naïve conceptions and misconceptions about energy in physical education context
Investigating Japanese learners' beliefs about language learning
Riding on the back of a giant
Curbing Identity Crises
Integrating assessment, learning and instruction
Exploring Alternative Ways of Assessing Prior Knowledge, Its Components and Their Relation to Student Achievement
Supporting rural educators’ implementation quality of classroom management practices
The place of cognition in explanations of teaching
Navigating the complex cognitive task of classroom assessment
Essential knowledge for academic performance
Writing on the walls
Journey Boxes
Perspectives on memory, forgiveness and reconciliation in Cambodia's post-Khmer Rouge society
Chapter 1
Topical knowledge in L2 speaking assessment
Topical knowledge and ESL writing
How convincing is alternative assessment for use in higher education
Reading to learn
Working practices and children's application of subject knowledge in the primary school
What Human Capital, Which Migrants? Returned Skilled Migration to Slovakia from the UK
Comprehension in a Scenario-Based Assessment
Effects of Text Content and Beliefs on Informal Argument Evaluation
Profiling Changing States of Conceptual Knowledge
The Interplay of Knowledge and Practice in Dance Teaching
Teachers' assessment of students' research skills
Learners' idiosyncratic links as affordances for meaning making in the semiotic process
Rethinking the Role of Knowledge in the Literacy Classroom
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension
Epistemic Processing When Adolescents Read Online
Prompting Rural Students’ Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
Research News And Comment
Teachers' Pedagogical Beliefs and the Standards for Foreign Language Learning
Conceptions of Knowledge and Beliefs
How Subject-Matter Knowledge Affects Recall and Interest
Predicting Learning From Student Experience of Teaching
Self-interest and Liberal Educational Discourse
Language Proficiency in Native and Non-native Speakers
If We Seek, Do We Learn
The social class embeddedness of middle school students' thinking about teachers
Using Media to Create Experiential Learning in Multicultural and Diversity Issues
Rhizome and the mind
Long-term effects of literary education on book-reading frequency
Effects of a Multimedia Professional Development Package on Inclusive Science Teachers' Vocabulary Instruction
The Nature and Sharing of Teacher Knowledge of Technology in a Student Teacher/Mentor Teacher Pair
Academic Work
Cognitive Conceptions of Learning
Implicit learning and tacit knowledge.
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
The use of advance organizers in the learning and retention of meaningful verbal material.
The Dynamic Self-Concept
Becoming a strategic reader
Toward a model of text comprehension and production.
A social-cognitive approach to motivation and personality.
Strategies of discourse comprehension
Ways with Words
A perspective on thinking
A Stranger in Strange Lands
Strategies of Discourse Comprehension
What Written Knowledge Does
Learning Words from Context
Use of Top-Level Structure in Text
Comprehension Monitoring
The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text
Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension
Commentary
Delusions about Performance on Multiple-Choice Comprehension Tests
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words
Prior Knowledge Activation and the Comprehension of Compatible and Incompatible Text
A Cross-Cultural Perspective on Reading Comprehension
Commentary
The Operation of Text Structure and Content Schemata in Isolation and in Interaction
Direct Instruction of Summarization Skills
Children's Recall of Familiar and Unfamiliar Text
Incidental Acquisition of Word Meaning from Expositions with Varied Text Features
The Influence of Religious Affiliation on Children's Memory for Text Information
Epistemology and Cognition
An Inquiry Into Meaning and Truth
The Effects of Cultural Schemata on Reading Processing Strategies
Some Reflections on the Acquisition of Knowledge
Teachers' and Students' Cognitional Knowledge for Classroom Teaching and Learning
Are Cognitive Skills Context-Bound
Motivational processes affecting learning
Education and thinking
Ways with Words
Critical Thinking and Subject Specificity
Implicit and explicit knowledge in the control of complex systems
Language in Social Groups
Participation Structures in a Reading Lesson with Hawaiian Children
| Unique citing works | 92 |
|---|---|
| Citations per year | 2,79 |
| Citation span | 1993 - 2026 (34) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 79 |