Programs and Grants prior to 2000


Programs and Grants prior to 2000


     Searched for: Cognitive Studies in Educational Practice
     Search Results: 48


Grantee / ResearcherGrant Details

Benchmark School
Irene Gaskins
Development of a Metacognitive Curriculum for an Elementary School


Brown University
Kathryn Spoehr
Using Hypermedia for Instruction


Carnegie Mellon University
Anne L. Fay
The Development of Scientific Reasoning


Carnegie Mellon University
Kenneth R. Koedinger



Carnegie Mellon University
Kenneth R. Koedinger
Understanding Informal Algebra and Bridging to Symbolic Algebra


Carnegie Mellon University
David Klahr
Integrating Instruction on a 'Control of Variables Strategy' into the Elementary School Science Curriculum


Clark University, University of Massachusetts-Bosto
M. Wiser
Teaching for Conceptual Change in Middle School Science


Edinburgh University
Keith Stenning
Integrating Social and Representational Aspects of Problem Solving Across the High School Curriculum


Georgia Institute of Technology
Janet Kolodner
Scaffolding Learning by Design: An Exploration of the Metacognitive Skills Needed to Successfully Negotiate and Learn from Op


Gonzaga University & Washington State University
B. Sitko
Developing Culturally Sensitive Models For Writing instruction in Planning and Revising After Feedback


Harvard University
Carol Smith
Explanatory Model. Construction: The Case of a Theory of Matter


Institute of Child Study, University of Toronto
Robbie Case
Developing Children’s Capabilities for Abstract Mathematical Thought: An Experimental Program for Teaching Linear and Non-lin


Learning Research and Development Center
G. Leinhardt
Skills of Explanation and Argument in Mathematics and Social Studies


Mercer Island School District & University of Washi
James Minstrell
The Development of a Classroom Based Teaching System Representing Students' Knowledge Structures and Their Processing of Inst


Northwestern University
Brian Resier
Scaffolding Scientific Thinking and Construction of Models of Biological Mechanisms


Ohio State University
Vladimir Sloutsky
The Development of Understanding in Mathematics and Science: Cognitive Mechanisms and Methods of Amplification


Old Dominion University
Danielle S. McNamara
Background Knowledge Assessment: A Key to Improving Learning from Text


Ontario Institute for Studies in Education
Robbie Case
Rightstart: An Early Intervention Program for Insuring that Children's First Formal Learning of Arithmetic is Grounded in The


Ontario Institute for Studies in Education
Marlene Scardamalia
Interactive Environments for Promoting Intentional Learning


Ontario Institute for Studies in Education
Mary Lamon
When Beliefs Conflict with Knowledge: The Use of Contradiction and Explanation in Science, Mathematics and Writing


Stanford University
Kenji Hakuta
The Effects of Metacognitive Approaches to Improve ESL for Language Minority Students


Stanford University/Institute for Research on Learn
Rogers Hall
Representational Practices in Learning, Teaching, and Assessing Mathematics


The Hebrew University of Jerusalem
Anat Zohar
Thinking Teachers: Teachers Cognition in Implementing Higher Order Reasoning in Science Classrooms


University of Arizona
Cecile McKee
Promoting and Measuring Deaf Students’ Language Competence: A Step Towards Improving Academic Achievement


University of California - Berkeley
Ann L. Brown
Communities of Learning and Thinking


University of California - Berkeley
Jack Smith
Designing the Learning of Fractions


University of California - Berkeley
Cynthia Greenleaf
A Case for Multicultural Teacher Education: Taking a Developmental Route to Excellence and Equity


University of California - Berkeley
Ann C.H. Kindfield
Understanding Basic Biological Processes


University of California - Berkeley
Barbara Y. White
Developing Teachers' and Students' Scientific Inquiry Skills Using a Computer-Based, Classroom Learning Environment


University of California - Los Angeles & UC Berkeley
M. Rose
The Other Side of Excellence: Literacy, Underpreparation, and the Cognition of Composing


University of Colorado
Gerhard Fischer
Allowing Learners to be Articulate: Incorporating Automated Text Evaluation into Collaborative Software Environments


University of Illinois
Keith Thiede
Metacognitive Monitoring and Self-regulation of Study in Reading


University of Massachusetts Dartmouth
Amy M. Shapiro
Promoting Learning through User Strategies (PLUS): A Program for the Investigation and Application of Learning Strategies for


University of Michigan, Ann Arbor
Annemarie S. Palincsar
Investigating and Teaching Reading to Learn to Promote Scientific Literacy in Guided Inquiry Science Instruction


University of Pennsylvania
Christine Massey
Foundational Science for Young Learners


University of Pittsburgh
Colleen M. Zeitz
Transfer of Scientific Reasoning Strategies from Computer-Based Environments to a Real-World Laboratory


University of Pittsburgh
Charles Perfetti
Document Supported History Instruction


University of Pittsburgh
Isabel Beck
Enhancing Early Literacy Skills through Tutors and Computers


University of Rochester
S. Carver
Acquisition and Transfer of Problem Solving Skills for Research Communication


University of Washington
Pamela L. Grossman
Establishing a Community of Learners Among High School Teachers


University of Washington
Earl Hunt
Developing Self Propagating Networks for Instruction in Science


University of Washington & Mercer Island High Schoo
Emily H. Van Zee
Questioning Processes during Physics Instruction that Emphasizes Cognitive Development


University of Wisconsin
Brian A. Bottge
Integrating Mathematics Skills of Adolescents with Learning Disabilities


Vanderbilt University
Kirsten L. Rewey
Small Group Problem Solving in The Adventures of Jasper Woodbury Environment. A Preliminary Examination of Dyads


Vanderbilt University
John Bransford
Building on Strengths: Accelerated, Integrated Curriculum and Its Effects on Children, Teachers, and Parents


Vanderbilt University, The Learning Technology Cent
John Bransford
Designing Invitations to Thinking


Wisconsin Center for Education Research
Leona Schauble
Building Bridges Between Mathematics and Science


Yale University, Harvard Project Zero
Robert Sternberg
Practical Intelligence for School: A Plan and a Program for Teaching School Survival Skills