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Teaching Minds: How Cognitive Science Can Save Our Schools


reviewed by Linda Kroll July 20, 2015

coverTitle: Teaching Minds: How Cognitive Science Can Save Our Schools
Author(s): Roger Schank
Publisher: Teachers College Press, New York
ISBN: 0807752665, Pages: 240, Year: 2011
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Cite This Article as: Teachers College Record, Date Published: July 20, 2015
http://www.tcrecord.org ID Number: 18039, Date Accessed: 10/22/2017 8:04:54 AM

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About the Author
  • Linda Kroll
    Mills College
    E-mail Author
    LINDA R. KROLL is Professor of Education in the School of Education at Mills College, Oakland, CA. Kroll teaches in the Masters programs in Early Childhood Education and in Teacher Education, as well in the doctoral program in Educational Leadership. She teaches courses in development and learning, research in early childhood and elementary school classrooms, documentation as inquiry and research, and literacy learning. She received her B.A., M.A and PhD from the University of California at Berkeley. She has written articles on constructivism in education, self-study research practices in teacher education, and teacher education at the early childhood and elementary level. Her most recent publications include Kroll L. R. (2012). Self-study and Inquiry Into Practice. Learning to Teach for Equity and Social Justice in the Elementary School Classroom. Oxford, UK: Routledge, and Kroll, L. R. & Meier, D. M. Eds. (2014). Educational Change in International Early Childhood Contexts: Crossing Borders of Reflection. New York: Routledge. Her current work is focused on the use of documentation as inquiry and research in early childhood and elementary classrooms.
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