Situated Learning: Legitimate Peripheral Participation (Volk review of Lave and Wenger)

by Greg Wegner | Jun 7, 2016 | Research Annotations

Jean Lave & Etienne Wenger, Situated Learning: Legitimate Peripheral Participation (New York: Cambridge University Press), 1991. Reviewed by Steven Volk, Department of History, Director of Center for Teaching Innovation and Excellence, Oberlin College More than 25...

Learning Styles: Concepts and Evidence (Knupsky review of Pashler, McDaniel, Rohrer, and Bjork)

by Greg Wegner | Jun 7, 2016 | Research Annotations

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009).  Learning Styles: Concepts and Evidence.  Psychological Science in the Public Interest, 9, 105-119. Reviewed by Aimee Knupsky, Psychology, Allegheny College aknupsky@allegheny.edu In this review article,...

Writing Past the “Good Grade”: Authorship, Empathy, and Community-Engaged Classes (Crystal Benedicks, Wabash)

by Greg Wegner | Jun 7, 2016 | Article of the Week

Crystal Benedicks, Assistant Professor of English, Coordinator of Writing Across the Curriculum, Wabash College I’ve been teaching college composition at various levels and in various institutions, from community colleges to liberal arts colleges, for almost two...

Applying Cognitive Psychology to Enhance Educational Practice (Ludwig review of Roediger and Pye)

by Greg Wegner | Jun 7, 2016 | Research Annotations

Henry L Roediger III and Mary A. Pye, “Inexpensive techniques to improve education:  Applying cognitive psychology to enhance educational practice,” Journal of Applied Research in Memory and Cognition, Vol. 1, Issue 4 (December 2012): 242-248. Reviewed by...