Описание: The Drive to Learn helps American parents learn from how Chinese, Japanese, and Korean parents think about and carry out child-rearing and how it translates into education.
Описание: Learning a skill or subject quickly can have many advantages in life, business and leisure. Imagine being able to read and digest critical information quickly and effortlessly, faster than your business rivals,
Автор: C. Edward Watson; Thomas Chase Hagood Название: Playing to Learn with Reacting to the Past ISBN: 3319871528 ISBN-13(EAN): 9783319871523 Издательство: Springer Рейтинг: Цена: 3048.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book provides classroom practice and research studies that verify Reacting to the Past (RTTP)—a student-centered, active learning pedagogy that provides college students and faculty unique teaching and learning opportunities—as a high impact practice for student learning and engagement. The overarching objective of this book is to collect practices and evidence from multiple disciplines and institution types regarding the efficacy of RTTP in higher education classroom settings. At its core, RTTP is a game-based pedagogy with published games on some of the most conflicted moments of human history. While RTTP is deeply grounded in theory and literature that suggests its approaches can be impactful, deep and broad examinations of RTTP pedagogies in a range of course settings have not been extensively performed until now. This book provides guidance and an evidence-base on which to build RTTP practices.
Автор: John Hattie, Gregory C. R. Yates Название: Visible Learning and the Science of How We Learn ISBN: 0415704987 ISBN-13(EAN): 9780415704984 Издательство: Taylor&Francis Рейтинг: Цена: 30624.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science ofHow We Learnexplains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
Автор: Lalas Jose, Macias Angela, Fortner Kitty Название: Who We Are and How We Learn ISBN: 1516501446 ISBN-13(EAN): 9781516501441 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 13161.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: "Who We Are and How We Learn: Educational Engagement and Justice for Diverse Learners serves as an education program handbook for understanding the complexities of student engagement and providing access, equity, and justice for learners, with an emphasis on students with diverse backgrounds. The book examines current research and best practices on engagement for these learners and explores educational issues through social, cultural, and racial lenses. Topics include the framing of student engagement and educational justice through social and cultural views, the role of cultural capital from home and school settings, and the influence of the funds of knowledge. The material addresses race and culture as they pertain to curriculum, instruction, and performance of all students, with focus on African American and Latino students. It examines social class and identity, social and cultural dimensions of family involvement as a predictor of student engagement, adaptations for English learners, and writing as a way to capture student voices. Filled with insights gained from field-based research and intended to ignite a passion for transformative action in education, this text is ideal for teachers, counselors, and administrators. Dr. Jose Lalas is a professor at the University of Redlands and has been involved in teacher education for 26 years in both public and private universities. Dr. Angela Macias has been an educator for ten years. She is involved in local education as the chairperson of Civics and Technology for Youth and an assistant professor at California State University, Dominguez Hills. Dr. Kitty M. Fortner is an adjunct professor at the University of Redlands. She teaches in the pre-service teacher program and has been involved in public education for over 20 years as a principal, teacher, and advocate for parental involvement. Dr. Nirmla Griarte Flores is a faculty liaison and teacher performance assessment cohort advisor for the School of Education, University of Redlands. Dr. Ayanna Blackmon-Balogun is an adjunct professor at the University of Redlands and a public school administrator. She has been in public education for over two decades. Dr. Margarita Vance is a professor at Collin College in Plano, Texas and a member of the Texas Community College Teachers Association."
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