Author: James A. FreemanPublisher:
ISBN:
Category : English language
Languages : en
Pages : 0
Book Description
A Study of the Relationship Between Personality Factors and Growth in Student Writing Ability
Author: James A. FreemanPublisher:
ISBN:
Category : English language
Languages : en
Pages : 0
Book Description
A Study of the Relationship Between Personality Factors and Growth in Student Writing Ability
Author: James Andrew FreemanPublisher:
ISBN:
Category : English language
Languages : en
Pages : 97
Book Description
Resources in Education
Author: Research in Education
Author: Research on Written Composition
Author: George Hillocks (Jr.)Publisher:
ISBN:
Category : English language
Languages : en
Pages : 396
Book Description
The Big Five in SLA
Author: Ewa Piechurska-KucielPublisher: Springer Nature
ISBN: 303059324X
Category : Language Arts & Disciplines
Languages : en
Pages : 252
Book Description
This book also focuses on analyzing each trait from the point of view of its higher and lower order structure, as well as from the affective, cognitive, behavioral, social and academic perspectives, apart from outlining the field of personality psychology. Personality traits are important in daily interaction, and are a significant factor in achieving educational goals also for second and foreign language (L2) learners. Consequently, studying the role of personality in the field of second language acquisition (SLA) appears to be of primary importance, especially because there has been little research on this subject. Moreover, general results pertaining to the role of personality in L2 are inconclusive. This book’s primary objective is to present a concise and updated picture of personality on the basis of the Big Five model, which is accessible for non-psychologists. The middle part of the book focuses on discussing potential merits and drawbacks of each trait for the purpose of the process of SLA, both from the formal and informal, theoretical and empirical points of view. The next part includes a description of an empirical study, whose main aim is to sensitize the reader to direct and indirect influences that personality may exert on L2 learning. The book closes with a concluding chapter aiming at clarifying directions for further empirical study of personality as well as issues in research methodology.
Resources in Education
Author: Handbook of Educational Psychology and Students with Special Needs
Author: Andrew J. MartinPublisher: Routledge
ISBN: 1351586742
Category : Education
Languages : en
Pages : 748
Book Description
Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.
Author: Stanley Skiff
Author: