This book focuses on homework, a topic of popular interest that is not well represented in the professional literature. Both the popular and the research literature have focused on homework as viewed from the outside, that is, on the nature of the homework itself. The focus here is on homework from the inside, on the student who does the homework. The goals of this book are to (a) give counselors, teachers, and parents a theoretical understanding of homework; (b) provide them with a way to assess each student’s motivation to do homework and personal profile of home learning preferences; and (c) introduce them to methods and materials designed to facilitate their meeting the formidable challenge of helping children do their homework more effectively. Another important goal of the book is to open up a new research topic that has been almost totally neglected until now. The book consists of 10 chapters and is divided into three parts.
It is a book about psychology and adult learning as opposed to being a book about the psychology of adult learning. The reader who wants a comprehensive account of psychology and its application to adult learning should look elsewhere. Similarly, the reader who wants an exhaustive treatment of any particular theory will not find it here. My approach has been to examine the seminal traditions of some key psychological theories and to discuss the issues and problems in applying them to an understanding of adult learning and development. I hope it will be useful for those who seek a critical understanding of psychological theory and research from the perspective of the adult educator.
Many people prefer to learn in ways that are different from how other people of the same class, grade, age, nationality, race, culture, or religion prefer to learn. How people prefer to learn is their learning style preference.
Although some gifted students can learn proficiently without using their learning style preferences, low achievers perform significantly better when they capitalize on their preferences. A decade of research demonstrates that both low and average achievers earn higher scores on standardized achievement tests and attitude tests when taught through their learning style preferences (Dunn, Griggs, Olson, Gorman, and Beasley 1995).
Review "Indispensable for anyone learning a foreign language"
Product Description Don't embark on your adventure in language learning without first listening to this expert on the subject. The program will greatly enhance your learning experience making it more effective and truly enjoyable. Graham Fuller shares his proven methods of language learning garnered from years of experience living around the world while with the Foreign Service. His humorous anecdotes and cultural insights will motivate even the most reticent student. Foreign Service traveler and language teacher Graham Fuller demonstrates a proven method of study that will help students of any age learn a second language. Includes Listening Guide for additional reference.
The edited and peer reviewed volume presents selected papers of the conference Beyond knowlegde: the legacy of competence organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.
Edited by: stovokor - 23 April 2009
Reason: cover image uploaded to our server, please, do it yourself in the future according to the instructions in help :)
