The transfer of learning is universally accepted as the ultimate aim of teaching. Facilitating knowledge transfer has perplexed educators and psychologists over time and across theoretical frameworks; it remains a central issue for today's practitioners and theorists. This volume examines the reasons for past failures and offers a reconceptualization of the notion of knowledge transfer, its problems and limitations, as well as its possibilities.

Leading scholars outline programs of instruction that have effectively produced transfer at a variety of levels from kindergarten to university. They also explore a broad range of issues related to learning transfer including conceptual development, domain-specific knowledge, learning strategies, communities of learners, and disposition. The work of these contributors epitomizes theory-practice integration and enables the reader to review the reciprocal relation between the two that is so essential to good theorizing and effective teaching.

About the Author
McKeough, Anne; Lupart, Judy Lee; Marini, Anthony

Reviews

"...demonstrates an interesting attempt to bring together psychological studies and pedagogy in a way which represents some of the breadth of the questions and debates in the field in the mid-1990s. A volume which should provide a useful reference and stimulus for debate in both undergraduate and postgraduate studies, both sides of the Atlantic."
-British Journal of Educational Psychology

Book Information
ISBN 9781138996786
Author Anne McKeough
Format Paperback
Page Count 248
Imprint Routledge
Publisher Taylor & Francis Ltd
Weight(grams) 453g