The transfer of learning is universally accepted as the ultimate aim of teaching. Facilitating knowledge transfer has perplexed educators and psychologists over time and across theoretical frameworks; it remains a central issue for today's practitioners and theorists. This volume examines the reasons for past failures and offers a reconceptualization of the notion of knowledge transfer its problems and limitations as well as its possibilities. Leading scholars outline programs of instruction that have effectively produced transfer at a variety of levels from kindergarten to university. They also explore a broad range of issues related to learning transfer including conceptual development domain-specific knowledge learning strategies communities of learners and disposition. The work of these contributors epitomizes theory-practice integration and enables the reader to review the reciprocal relation between the two that is so essential to good theorizing and effective teaching. . Language: English