Effects of a Mastery Learning Approach to Teaching on Students' Self-concept PDF Download

Author: Scott R. Weingart
Publisher:
ISBN:
Category : Competency-based education
Languages : en
Pages : 206

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Author: Peter W. Airasian
Publisher: Holt McDougal
ISBN:
Category : Education
Languages : en
Pages : 168

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Author: J. M. Cragin
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Thomas R. Guskey
Publisher: Corwin Press
ISBN: 1071851039
Category : Education
Languages : en
Pages : 329

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"This book will be useful in a wide range of instructional methods classes for elementary, middle school, and high school educators. In addition, because of the detailed descriptions of the formative assessment process, it would also be useful in classes focusing on educational measurement and assessment"--

Author:
Publisher:
ISBN:
Category : Competency-based education
Languages : en
Pages : 226

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Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336

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Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245

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This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Author: Shobha Vaidya
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 205

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Author: Alelign Jemberie
Publisher:
ISBN: 9783346161239
Category :
Languages : en
Pages : 28

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Scientific Essay from the year 2020 in the subject Psychology - Developmental Psychology, course: PSYCHOLOGY, language: English, abstract: The main objective of the study is to investigate the effect of self regulated learning, academic self-concept and help- seeking behavior on students' academic achievement in the Finote Selam College of Teacher Education, Ethiopia. The research design is a descriptive survey design with quantitative research approach. The participants of the study were 201 (m=98 and f=103) second year regular students of the college. In selection of the research participants, both probabilistic and non-probabilistic sampling techniques were employed. The instrument used to gather the data were questionnaire sand other document. In addition, to answer the research questions inferential statistics such independent sample t-test, correlation, ANOVA and multiple regression analysis were performed. Furthermore, the beta coefficient analysis was used to determine the direct effects of variables on students' academic achievement. The independent samples t-test indicated that there is a significant sex difference in academic self concept, help- seeking behavior and academic achievement. As the study revealed, all male college students relatively scored higher mean scores than their female counterparts. But the difference in self regulated learning is not significant. As the correlation coefficient results demonstrated that there were statistically significant positive correlation between Academic self concept and help-seeking behavior and also Academic self concept and academic achievement. Again academic achievement and help- seeking behavior correlates positively. But, the significance seen between self regulated learning and academic achievement and self regulated learning and Academic self concept is not that mach significant.

Author: Doris W. Ryan
Publisher:
ISBN:
Category : Cognition
Languages : en
Pages : 180

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