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Author: Noel Entwistle Publisher: Academic Press ISBN: 0128023694 Category : Psychology Languages : en Pages : 400
Book Description
The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education. - Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learning - Introduces an array of concepts derived from the specific contexts of university education - Illustrates how in-depth interviewing can be used to explore students' ways of thinking - Provides a series of heuristic models to guide thinking about the influences on student learning - Includes an inventory on approaches to studying and experiences of teaching for use by teachers
Author: Noel Entwistle Publisher: Academic Press ISBN: 0128023694 Category : Psychology Languages : en Pages : 400
Book Description
The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education. - Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learning - Introduces an array of concepts derived from the specific contexts of university education - Illustrates how in-depth interviewing can be used to explore students' ways of thinking - Provides a series of heuristic models to guide thinking about the influences on student learning - Includes an inventory on approaches to studying and experiences of teaching for use by teachers
Author: Noel Entwistle Publisher: Routledge ISBN: 1317513576 Category : Education Languages : en Pages : 199
Book Description
First published in 1983, Understanding Student Learning provides an in-depth analysis of students’ learning methods in higher education, at the time. It examines the extent to which these learning methods reflected the teaching, assessment and individual personalities of the students involved. The book contains interviews with students, experiments and statistical analyses of survey data in order to identify successes and difficulties in student learning and the culmination of these techniques is a clearer insight into the process of student learning.
Author: Grant P. Wiggins Publisher: ASCD ISBN: 1416600353 Category : Education Languages : en Pages : 383
Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Thomas M. Duffy Publisher: Springer Science & Business Media ISBN: 3642780695 Category : Computers Languages : en Pages : 371
Book Description
The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed "near" conversion to a constructivist perspective from one colleague trained in traditional instructional design methods. While we report this as a bit of a humorous anecdote, it most clearly reflects the sense of excitement that developed. We would also like to thank the staff at the Catholic University for their great support during the workshop. Their efforts and their good cheer were important components in the success of the meeting. In particular we would like to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. Finally we would like to thank the personnel at Indiana University for their help in assembling this book. Deborah Shaw prepared the index. We thank her for the skill and speed with which she was able to work.
Author: Wendy Sutherland-Smith Publisher: Routledge ISBN: 1134081804 Category : Computers Languages : en Pages : 235
Book Description
Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education. Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing.
Author: Katie O. Arosteguy Publisher: Teachers College Press ISBN: 0807761230 Category : Language Arts & Disciplines Languages : en Pages : 209
Book Description
This concise handbook helps educators write for the rhetorical situations they will face as students of education, and as preservice and practicing teachers. It provides clear and helpful advice for responding to the varying contexts, audiences, and purposes that arise in four written categories in education: classroom, research, credential, and stakeholder writing. The book moves from academic to professional writing and chapters include a discussion of relevant genres, mentor texts with salient features identified, visual aids, and exercises that ask students to apply their understanding of the concepts. Readers learn about the scholarly and qualitative research processes prevalent in the field of education and are encouraged to use writing to facilitate change that improves teaching and learning conditions. Book Features: · Presents a rhetorical approach to writing in education. · Includes detailed student samples for each of the four major categories of writing. · Articulates writing as a core intellectual responsibility of teachers. · Details the library and qualitative research process using examples from education. · Includes many user-friendly features, such as reflection questions and writing prompts.
Author: Peter Mortimore Publisher: SAGE ISBN: 9781853964534 Category : Education Languages : en Pages : 256
Book Description
`I commend it to anyone with a concern for teaching in any of its forms' -School Leadership & Management In this controversial book, Peter Mortimore and a team from London University's Institute of Education explore what is meant by the term pedagogy.They investigate its context and describe some of the recent shifts in thinking about it. Pedagogy affects the way hundreds of thousands of learners of different ages and stages are taught. Yet, until recently, it has been a neglected topic. Instead of having access to systematic evidence about its impact, innovative teachers have been guided only by ideological positions, folk wisdom and fashionable enthusiasms for particular approaches.
Author: Douglas Fisher Publisher: ASCD ISBN: 141662967X Category : Education Languages : en Pages : 173
Book Description
Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic collaborative learning can thrive everywhere. In this book, educators Douglas Fisher, Nancy Frey, and John Almarode explain how to create and sustain student learning communities by - Designing group experiences and tasks that encourage dialogue; - Fostering the relational conditions that advance academic, social, and emotional development; - Providing explicit instruction on goal setting and opportunities to practice progress monitoring; - Using thoughtful teaming practices to build cognitive, metacognitive, and emotional regulation skills; - Teaching students to seek, give, and receive feedback that amplifies their own and others' learning; and - Developing the specific leadership skills and strategies that promote individual and group success. Examples from face-to-face and virtual K–12 classrooms help to illustrate what SLCs are, and teacher voices testify to what they can achieve. No more hoping the group work you're assigning will be good enough—or that collaboration will be its own reward. No more crossing your fingers for productive outcomes or struggling to keep order, assess individual student contributions, and ensure fairness. Student Learning Communities shows you how to equip your students with what they need to learn in a way that is truly collective, makes them smarter together than they would be alone, creates a more positive classroom culture, and enables continuous academic and social-emotional growth.
Author: Noel Entwistle
Author: Noel Entwistle
Author: Noel Entwistle
Author: Grant P. Wiggins
Author: Thomas M. Duffy
Author: Cristy Bartlett
Author: Wendy Sutherland-Smith
Author: Noel Entwistle
Author: Katie O. Arosteguy
Author: Peter Mortimore
Author: Douglas Fisher