The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
I would like to express my profound gratitude to all of the Reader’s co-authors for their contributions to this book’s distinction. Their scholarship and dedication to the improvement of learning reflect a true appreciation of the values of both educational psychology and critical pedagogy within the multiple processes and contexts of learning. Special thanks to new contributors Tim Corcoran, James Sparks, Kamau Siwatu, Tehia Starker, Steven Wojcikiewicz, Zachary Mural, David Monetti, James Reffel, Jennifer Breneiser, David Tack, Evangelia Moula, and Marilyn Howe.
A work of this size and magnitude requires the effort of many individuals. As the days turned to months, and the months turned to years, the staff at Peter Lang are foremost on my indebtedness list. Bernadette Shade, Sophie Appel, Patty Mulrane, Phyllis Korper, and Chris Myers all deserve my heartfelt appreciation for their sedulous efforts, patience, and perseverance in seeing this project through to completion.
Great gratitude is extended to the following permission editors and their respective publication’s boards for releasing copyrights and reprint permissions for these chapters and articles:
Peter Lang Publishing for permission to reprint from:
Educational Psychology: An Application of Critical Constructivism (2008), Greg S. Goodman, Ed.
Chapter 1. Critical Thinking: How Good Questions Affect Classrooms by Greg S. Goodman.
Chapter 2. Coming to a Critical Constructivism by Greg S. Goodman.
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