https://muse.jhu.edu/journal/231 Project MUSE®: Latest articles in Theory Into Practice. daily 1 2026-05-16T00:00:00-05:00 text/html en-US Vol. 42 (2003) - Vol. 43 (2004) Latest Articles: Theory Into Practice TWO Project MUSE® Theory Into Practice 1543-0421 0040-5841 Latest articles in Theory Into Practice. Feed provided by Project MUSE® https://muse.jhu.edu/article/175830 <p></p> Developmental psychology serves as one of the foundations for teacher education, informing the practice of teaching and learning. Every teacher can recall a course (or many courses) that invoked Piaget&#39;s stages of cognitive development, Erikson&#39;s crises of psychosocial development, or Vygotsky&#39;s zone of proximal development. Despite the importance of classic developmental psychologists in the training of prospective teachers, the work of contemporary developmental psychology is relatively unknown to education, although there have been repeated calls from both fields for greater linkage. This gap is not surprising, given that the difficulty of translating theory into practice is so commonplace as to be nearly a ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall This Issue 2004-12-08 text/html en-US This Issue 2004-12-08 2004 TWO Project MUSE® 8781 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175831 <p></p> In the United States and other nations, increasing attention has been directed toward &#x22;educational accountability,&#x22; that is, documentation of the effectiveness of the public education system. One effect of this movement has been a closer alignment of practices in schools with the material in accountability assessments. For some, these changes in school practice represent reform, strengthening the rigor of learning. For others, these changes represent teaching to the test, limiting the breadth of education to the set of objectives that are assessed. In either case, the high stakes associated with the established assessment system promote a privileged curriculum that, for good or bad, creates strong pressure to ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall Learning in "As-If" Worlds: Cognition in Drama in Education 2004-12-08 text/html en-US Learning in "As-If" Worlds: Cognition in Drama in Education 2004-12-08 2004 TWO Project MUSE® 36119 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175833 <p></p> One of the distinctive aspects of our culture is the presence of a great variety of external representations such as drawing, images, diagrams, maps, writing, or numerals. These are special artifacts in the sense that they make the representation of another reality (spatial relations, concrete objects, language, numbers) possible. Some of these external representations formed by discrete marks are organized according to a set of rules. In this article we refer to them as notational systems, following Goodman&#39;s (1976) terminology. Among them, writing and numerals are the most important. These two notational systems play an essential role in our social interactions and in our long-life learning. Vygotsky (1978) was ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall Emergent Notational Understanding: Educational Challenges From a Developmental Perspective 2004-12-08 text/html en-US Emergent Notational Understanding: Educational Challenges From a Developmental Perspective 2004-12-08 2004 TWO Project MUSE® 48968 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175834 <p></p> It seems fitting that an applied developmental psychologist and novice teacher educator, who herself is learning how to bridge the divide between psychology and education, be presented the task of synthesizing the articles included in this issue of Theory Into Practice. For 5 years I have worked with K-12 teacher preparation students to make sense of the development paradigms, theories, and findings and their limitations. I still find myself seekingrationales that will not only capture and maintain the motivation of my students but encourage them to (a) persist through the massive body of knowledge to understand the developing human mind and (b) translate what they read into the context of how they instruct and ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall One Cognitive-Developmentalist Speaks as an Educator 2004-12-08 text/html en-US One Cognitive-Developmentalist Speaks as an Educator 2004-12-08 2004 TWO Project MUSE® 42837 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175835 <p></p> Excellent teachers know their subject areas well and possess a flexible repertoire of pedagogical strategies. Shulman (1987) labeled these two domains of expertise as &#x22;subject matter knowledge&#x22; and &#x22;pedagogical knowledge,&#x22; and then proposed a third domain. Arguing that effective instruction lies at the intersection of subject matter and general pedagogy, Shulman proposed the notion of &#x22;subject matter knowledge for teaching&#x22;: I include . . . the ways of representing and formulating the subject that make it comprehensible to others . . . [and] an understanding of what makes the learning of specific topics easy or difficult, of the conceptions and preconceptions that students of different ages and backgrounds bring ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall When Teachers Know What Students Know: Integrating Mathematics Assessment 2004-12-08 text/html en-US When Teachers Know What Students Know: Integrating Mathematics Assessment 2004-12-08 2004 TWO Project MUSE® 75525 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175838 <p></p> They have their differences to be sure, but today&#39;s educational practitioners and the academic theorists and researchers who concern themselves with education would likely agree on a broad goal: to develop in students the conceptual skills that will prepare them to contribute to a democratic society. Academics are inclined to decry the growing emphasis on &#x22;objective&#x22; standardized tests and to endorse &#x22;education for understanding&#x22; (Gardner, 1999) and development of the learning and thinking skills that will equip students to thrive in tomorrow&#39;s society (Bereiter, 2002; Kuhn, in press). Practitioners have long appeared to be of the same mind. The mission statement of the school district in which one of us was ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall Metacognition: A Bridge Between Cognitive Psychology and Educational Practice 2004-12-08 text/html en-US Metacognition: A Bridge Between Cognitive Psychology and Educational Practice 2004-12-08 2004 TWO Project MUSE® 31031 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175839 <p></p> For some decades, we have been trying to understand how the teaching and learning process works and why some populations of children don&#39;t seem to learn as well or in the same way as others. Trained as experimental psychologists, we relied heavily on experimental methods to test theories of the processes said to underpin successful learning and teaching. However, our focus on population differences in cognitive performance brought us into territory unfamiliar to many psychologists, namely the practice of teaching and how children think when they are not being taught or tested. We found a gap between theories of learning and development that emerged from experiments on individual children and the classroom teaching ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall Can Scientific Research From the Laboratory be of Any Use to Teachers? 2004-12-08 text/html en-US Can Scientific Research From the Laboratory be of Any Use to Teachers? 2004-12-08 2004 TWO Project MUSE® 50064 2026-05-16T00:00:00-05:00 2004-12-08 https://muse.jhu.edu/article/175840 <p></p> Many children fail to learn at a level that matches their ability to learn. There can be a number of reasons for this failure. One reason is that the way students are taught and often assessed in school does not enable them to learn and perform in an optimal way. We have developed the theory of successful intelligence in order to understand these children (Sternberg, 1997a, 1999), and a set of methods of teaching for successful intelligence to help these students reach their full potential (Sternberg &#x26; Grigorenko, 2000). According to the proposed theory, successful intelligence is the use of an integrated set of abilities needed to attain success in life, however an individual defines it, within his or her ... <a href="https://muse.jhu.edu/article/175840">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-16T00:00:00-05:00 https://muse.jhu.edu/journal/231/image/coversmall Successful Intelligence in the Classroom 2004-12-08 text/html en-US Successful Intelligence in the Classroom 2004-12-08 2004 TWO Project MUSE® 46086 2026-05-16T00:00:00-05:00 2004-12-08