Author: Publisher:
ISBN:
Category : Social sciences
Languages : en
Pages : 86
Book Description
Reports and Speeches of the Seventh Yale Conference on the Teaching of the Social Studies, April 6 and 7, 1962
Author: Reports and Speeches of the Yale Conference on the Teaching of Social Studies
Author: Reports and Speeches
Author: Reports and Speeches
Author: The Bulletin of the National Association of Secondary School Principals
Author: National Association of Secondary School Principals (U.S.)Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 836
Book Description
The National Union Catalogs, 1963-
Author: ERIC Educational Documents Index
Author: Educational Resources Information Center (U.S.)Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1412
Book Description
"A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).
How Learning Works
Author: Susan A. AmbrosePublisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
Book Description
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
Title Index, ERIC ED Accessions File
Author: ERIC Processing and Reference FacilityPublisher:
ISBN:
Category : Education
Languages : en
Pages : 686
Book Description
Scholarship Reconsidered
Author: Ernest L. BoyerPublisher: John Wiley & Sons
ISBN: 1119005868
Category : Education
Languages : en
Pages : 224
Book Description
Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.