Author: William Joseph FarkesPublisher:
ISBN:
Category :
Languages : en
Pages : 536
Book Description
Affective Feedback Combined with Two Concept Acquisition Strategies in a Computer-based Instructional Lesson
Author: William Joseph FarkesPublisher:
ISBN:
Category :
Languages : en
Pages : 536
Book Description
The Effects of Types of Feedback on Performance and Attitude in Cooperative and Individualized Computer-based Instruction
Author: Chin-Yun James HuangPublisher:
ISBN:
Category :
Languages : en
Pages : 400
Book Description
The Effect of Learning Style and Type of Feedback on the Achievement of Pre-service Teachers in a Computer-based Lesson
Author: Gregory Colin SalesEducation, A-E
Author: University Microfilms, IncorporatedPublisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
Book Description
Excellence in Teaching
Author: M.H. SiddiquiPublisher: APH Publishing
ISBN: 9788131301135
Category : Career development
Languages : en
Pages : 208
Book Description
Resources in Education
Author: Doctoral Degree Recipients
Author: University of MinnesotaPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 224
Book Description
Report of the National Reading Panel
Author: National Reading Panel (U.S.)Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
Book Description
Register of Doctoral Degrees Conferred by the University of Minnesota
Author: University of MinnesotaPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 536
Book Description
The Science of Learning and Development
Author: Pamela CantorPublisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
Book Description
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.