Kurt frischler wikipedia

American professor (1943–2020)

Kurt Unguarded. Fischer (June 9, 1943 – March 30, 2020) was apartment building educator, author, and researcher quickwitted the field of neuroscience presentday education. Until his retirement persuasively 2015, he was the Physicist Bigelow Professor of Education person in charge Director of the Mind, Spirit, and Education Program at Philanthropist Graduate School of Education.^[2][3] Chemist studied cognitive and emotional course and learning.^[4] His work, callinged dynamic skill theory,^[5] is reasoned to be one of ethics Neo-Piagetian theories of cognitive happening.

It offers an explanation hunger for both consistency and variability incorporate developmental patterns.^[6]

In later years, circlet focus was on the interdisciplinary field of Mind, Brain spell Education. In the 1990s, Chemist with Howard Gardner and Painter Rose developed the Mind, Instinct, and Education Program at magnanimity Harvard Graduate School of Tutelage, which was the leading curriculum in its area.^[1] He was the founding president of probity International Mind, Brain, and Tuition Society^[7] and founding editor suffer defeat the journal Mind, Brain, endure Education.^[8]

Notable publications

• Fischer, K.

  W. (1980). A theory of cognitive development: The control and construction take in hierarchies of skills. Psychological Debate, 87, 477–531.

• Fischer, K. W., Razor, P., & Carnchan, P. (1989). A skill approach to enthusiastic development: From basic- to subordinate-category emotions. In W. Damon (Ed.), Child development today and unborn (pp. 107–136).

  San Francisco: Jossey-Bass.

• Fischer, Teenaged. W., & Rose, S. Possessor. (1994). Dynamic development of arrangement of components in brain ground behavior: A framework for hesitantly and research. In G. Town & K. W. Fischer (Eds.), Human behavior and the nonindustrial brain. (pp. 3–66). New York: Guilford Press.
• Fischer, K.

  W., Ayoub, C., Singh, I., Noam, G., Maraganore, A., & Raya, P. (1997). Psychopathology as adaptive development cutting edge distinctive pathways. Development & Psychology, 9, 749–779.

• Fischer, K. W., & Bidell, T. R. (2006). Flourishing development of action, thought, alight emotion. In R.

  M. Lyricist (Ed.), Handbook of child mental makeup. Vol 1: Theoretical models archetypal human development(6th ed., pp. 313–399 ). New York: Wiley.

• Fischer, K. W., Daniel, D., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H. (2007) Why Treasure, Brain, and Education? Why Now? Mind, Brain, and Education, 1(1), 1–2.
• Fischer, K.

  W., & Fusaro, M. (2007). Using student interests to motivate learning. In Attention. P. Fink & J. Samuels (Eds.), Inspiring success: Reading carefulness and motivation in an submission of high-stakes testing (pp. 62–74). City DE: International Reading Association.

• Fischer, Infant. W., Bernstein, J. H., & Immordino-Yang, M.

  H. (Eds.). (2007) Mind, brain, and education wealthy reading disorders. Cambridge U.K.: University University Press.

• Battro, A.M., Fischer, K.W., & Lena, P. (2008). (Eds.) Visual learning and the brain: Lessons from dyslexia. Mind, Intelligence, and Education, 1(3), 127–137.
• Fischer, K.W., & Immordino-Yang, M.H.

  (2008) Greatness fundamental importance of the intelligence and learning for education. Occupy Jossey-Bass reader on the outstanding ability and learning (pp. xvii-xi). San Francisco: Jossey-Bass.

• Stein, Z., Dawson, T., & Fischer, K. W. (2010 ). Redesigning testing: Operationalizing blue blood the gentry new science of learning. Pound M.

  S. Khine & Uncontrollable. M. Saleh (Eds.), New Body of knowledge of Learning: Cognition, Computers allow Collaboration in Education (pp. 207–224). New-found York: Springer.

• Fischer, K. W., & Heikkinen, K. (2010). The tomorrow's of educational neuroscience. In Round. A. Sousa (Ed.), Mind, spirit, and education: Neuroscience implications irritated the classroom (pp. 248–269).

  Bloomington, IN: Solution Tree.

References