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Books on the topic 'Improved Learning Ability'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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1

J, Young Carole, and Bartlett Brendan J, eds. Memory improved: Reading and memory enhancement across the life span through strategic text structures. Lawrence Erlbaum Associates, 1989.

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2

Lussier, Robert N. Publish don't perish: 100 tips that improve your ability to get published. Information Age, 2010.

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3

Liddle, Tara Losquadro. Why motor skills matter: Improve your child's physical development to enhance learning and self-esteem. Contemporary Books, 2004.

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4

Sarah, Gee, ed. Business improv: Experiential learning exercises to train employees to handle every situation with success. McGraw-Hill, 2011.

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5

Zmuda, Allison, and Violet H. Harada. Librarians as Learning Specialists. Greenwood Publishing Group, Inc., 2008. http://dx.doi.org/10.5040/9798400678820.

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Zmuda and Harada explore the increasing number of job descriptions in schools for learning specialists with the accompanying difficulty in effectively leveraging these roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include many other content area specialists. Grant Wiggins' foreword emphasizes the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures. This title incorporates quotations, exemplars, and findings from experts in both mainstream and librarian-focused education literature in an inclusive approach making the text accessible and credible for any leader charged with improving the system's ability for improved student achievement. There are an increasing number of job descriptions in schools for learning specialists - certified teachers with specialized areas of expertise whose job it is to improve student performance. While these positions are attractive ideas in theory, there are real challenges in effectively leveraging such roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include reading specialists, literacy coaches, writing coaches, technology specialists, mathematics specialists, science specialists, and teachers of English Language Learners. References included throughout the book incorporate quotations, exemplars, and findings from experts in both mainstream and librarian-focused education literature. This inclusive approach makes the text accessible and credible for any leader charged with improving the system's ability for improved student achievement. Grant Wiggins' foreword emphasizes the premise that the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures.
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6

Kentam, Blessing. All You Need to Know about Piracetam: An Informative Book Guide to Perfect Cognitive Thinking,Improved Learning Ability,Greater Focus and Heightened Sensory. Independently Published, 2019.

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7

McCall, Jen. Easy Steps for Learning: Improve Your Learning Ability and Daily Functioning Skills. Independently Published, 2020.

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8

McCall, Jen. Easy Steps for Learning: Improve Your Learning Ability and Daily Functioning Skills. Independently Published, 2020.

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9

Easy Steps for Learning: Improve Your Learning Ability and Daily Functioning Skills. Independently Published, 2020.

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10

Easy Steps for Learning: Improve Your Learning Ability and Daily Functioning Skills. Independently Published, 2020.

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11

Easy Steps for Learning: Improve Your Learning Ability and Daily Functioning Skills. Independently Published, 2020.

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12

Easy Steps for Learning: Improve Your Learning Ability and Daily Functioning Skills. Independently Published, 2020.

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13

Markham, Ursula. MEMORY POWER: HOW TO IMPROVE YOUR ABILITY TO LEARN AND REMEMBER. VERMILION, 1993.

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14

Ward, Alger. Memory Boost: Boost Your Brain Power and Improve Your Learning Ability. Independently Published, 2021.

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15

McCall, Jen. Best Steps for Learning: Guide to Improve Learning Ability and Your Daily Functioning Skills. Independently Published, 2020.

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16

Young, Carole J., Brendan J. Bartlett, and Bonnie J. F. Meyer. Memory Improved: Reading and Memory Enhancement Across the Life Span Through Strategic Text Structures. Taylor & Francis Group, 2014.

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17

Young, Carole J., Brendan J. Bartlett, and Bonnie J. F. Meyer. Memory Improved: Reading and Memory Enhancement Across the Life Span Through Strategic Text Structures. Taylor & Francis Group, 2014.

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18

Phuong, Hoang Yen, and Thi Van Su Nguyen. Using Alternative Assessment to Improve EFL Learners Learning Achievement: From Theory to Practice. Nova Science Publishers, Incorporated, 2019.

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19

Liddle, Tara Losquadro. Why Motor Skills Matter : Improve Your Child's Physical Development to Enhance Learning and Self-Esteem. McGraw-Hill, 2003.

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20

Power, Amanda L. Unforgettable: Proven Psychological Tricks on How to Remember Anything, Improve Your Memory and Learning Ability to Be More Productive. Independently Published, 2022.

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21

Gee, Val, and Sarah Gee. Business Improv: Experiential Learning Exercises to Train Employees to Handle Every Situation with Success. McGraw-Hill Professional Publishing, 2011.

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22

Common Mistake in Japanese : How to Improve Your Ability in Japanese and Solutions for Fouls: Top 5 Reasons for Language Learning Failure. Independently Published, 2021.

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23

White, Rachel. Helping children to improve their gross motor skills: The stepping stones curriculum. 2017.

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24

Miller, Paul. Many Ways to Reading Success. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0009.

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On average deaf readers end up being poor readers. Their reading weakness has been claimed to reflect primary deficits in their ability to access and process the phonology of written words, but evidence from research with deaf Hebrew readers and deaf readers of other language backgrounds suggests that the role of phonology in explaining their poor reading comprehension has been overstated. To corroborate this conclusion, the author presents evidence from three sources. The first demonstrates the ability of a deaf youngster to acquire a language through reading and writing. The second presents evidence of deaf preschoolers’ ability to acquire effective word reading skills without phonological mediation. The third shows how deaf readers’ underdeveloped morpho-syntactic understanding improves when they are exposed to an interactive computerized learning environment that visually demonstrates how language rules operate. A paradigm shift in how reading skills should be developed in prelingually deaf individuals is discussed.
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25

Villez, Kris, Daniel Aguado, Janelcy Alferes, Queralt Plana, Maria Victoria Ruano, and Oscar Samuelsson, eds. Metadata Collection and Organization in Wastewater Treatment and Wastewater Resource Recovery Systems. IWA Publishing, 2024. http://dx.doi.org/10.2166/9781789061154.

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In recent years, the wastewater treatment field has undergone an instrumentation revolution. Thanks to increased efficiency of communication networks and extreme reductions in data storage costs, wastewater plants have entered the era of big data. Meanwhile, artificial intelligence and machine learning tools have enabled the extraction of valuable information from large-scale datasets. Despite this potential, the successful deployment of AI and automation depends on the quality of the data produced and the ability to analyze it usefully in large quantities. Metadata, including a quantification of the data quality, is often missing, so vast amounts of collected data quickly become useless. Ultimately, data-dependent decisions supported by machine learning and AI will not be possible without data readiness skills accounting for all the Vs of big data: volume, velocity, variety, and veracity. Metadata Collection and Organization in Wastewater Treatment and Wastewater Resource Recovery Systems provides recommendations to handle these challenges, and aims to clarify metadata concepts and provide advice on their practical implementation in water resource recovery facilities. This includes guidance on the best practices to collect, organize, and assess data and metadata, based on existing standards and state-of-the-art algorithmic tools. This Scientific and Technical Report offers a great starting point for improved data management and decision making, and will be of interest to a wide audience, including sensor technicians, operational staff, data management specialists, and plant managers. ISBN: 9781789061147 (Paperback) ISBN: 9781789061154 (eBook) ISBN: 9781789061161 (ePub)
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26

Croft, Sebastian. Accelerated Learning Crash Course: How to Easily Learn New Skills and Subjects, Develop Laser Sharp Focus, Triple Your Reading Speed and Improve Your Memory Ability! Independently published, 2018.

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27

Belova, Elena N. Formation and development of the network self-learning organization of additional professional education. Krasnoyarsk State Pedagogical University named after V.P. Astafieva, 2019. http://dx.doi.org/10.12731/er0487.16112021.

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The thesis presents the solution of an actual socially significant pedagogical problem on the basis of the implementation of a theoretical-methodological, conceptual substantiation, methodological and technological support of the formation and development of the network self-learning organization of additional professional education. The leading scientific idea is that the formation and development of a network self-learning organization is carried out on the basis of the continuous development of the readiness and ability of its employees to improve the performance of their professional activities in the process of their learning, mutual learning, self-actualization, self-learning and self-development in the context of a system of continuous professional education using distance learning. educational technologies, motivational and value corporate culture of the studied organization and networks and team interactions. Among the main characteristics of the organization under study, we single out the structure of the triple network, the key managerial competence of its employees and the motivational and valuable corporate culture of the organization, orienting these employees to increase their professional performance. Scientifically substantiated, developed the concept and model of the formation and development of the network self-learning organization. At the practical level, the pedagogical and organizational conditions for the formation and development of a network of self-learning organizations are defined and implemented, and organizational, educational and methodological support has been developed and tested. The verification of the model of the formation and development of the network self-learning organization, which proved the effectiveness and perspectivity of the scientific idea of the development of the network self-learning organization of additional professional education.
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28

Donohue, Melissa. Financial Nutrition® for Young Women. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400651281.

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A powerful resource for all women who want a better understanding of financial empowerment, this book provides an easy-to-follow approach for adults to teach girls about money—and for girls to do some learning on their own. Women earn 78 cents on the dollar, on average, compared to men in America, despite decades of fighting for wage equality. And while it is true that women have significantly more opportunities for earning than in past eras, this improved ability for women to determine their own financial future makes it more important that girls understand the strategies for financial success. Financial Nutrition® for Young Women: How (and Why) to Teach Girls about Money addresses the two critical levels that are necessary to truly eradicate women's economic inequality: what to teach girls and what women need to learn. Authored by a financial educator who is also a mother and a teacher, this book is for people who care about teenage girls—parents and other family members, educators, financial advisors, troop leaders, camp directors, and community organization leaders. The talking points and independent activities are easily accessible and engaging for both adults and students. Financial Nutrition® for Young Women: How (and Why) to Teach Girls about Money can be used effectively in the home, the classroom, afterschool programs, clubs, and camps, as well as in girls' organizations. It can also be a resource to women who want to better understand how to empower themselves financially.
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29

Mahi, James K. My First Thai Book for Kids: Building the Foundation for Thai Language Learning with over 450 Words with Pictures on a Variety of Subjects to Improve Your Kid's Bilingual Ability. Independently Published, 2022.

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30

Lavelle, Brooke D., Lisa Flook, and Dara G. Ghahremani. A Call for Compassion and Care in Education. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.33.

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Students are challenged by stressors that negatively impact their physical health and well-being as well as their ability to thrive in school. Many educators have mobilized to address these issues, as mounting evidence suggests that enhancing the social, emotional, cultural, and ethical aspects of schooling improves student well-being. These movements have stirred a variety of prosocial education initiatives—including Social and Emotional Learning (SEL) and mindfulness-based programs—which have been shown to make a positive impact. Yet in spite of this growing interest in prosocial education, these movements have proceeded largely independently of one another and without a comprehensive theoretical model of prosocial development. In this chapter, we review the evidence of compassion-based interventions and offer a compassion-based framework as an organizing principle for the field that may help integrate diverse prosocial approaches and help educators respond most effectively to needs of our school communities.
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31

Sahakyan, Lili, and Nathaniel L. Foster. The Need for Metaforgetting. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.26.

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Theories of metamemory are primarily concerned with mechanisms that improve memory; they do not account for processes that reduce accessibility of unwanted information, as in intentional forgetting. The chapter proposes that introducing separate terms like metaremembering and metaforgetting highlights the distinction between remembering and forgetting as different dimensions of memory. It reviews empirical evidence from directed forgetting studies. List-method directed forgetting depends on engaging active forgetting strategies, indicating the importance of control in successful intentional forgetting. The decision to engage in forgetting strategies, in turn, is affected by memory monitoring as evidenced through preexisting confidence about one’s own memory ability, as well as judgments of learning solicited during the task. In item-method directed forgetting, participants control rehearsal by selectively retrieving earlier items believed to be more memorable, even when such beliefs are illusory. The chapter discusses the role of metacognitive monitoring and control in these active forms of forgetting.
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32

Liang Tsai, Hui. Information Technology and Business Process Reengineering. Praeger, 2003. http://dx.doi.org/10.5040/9798400670251.

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Information technology matters. The formulation of business models and strategies is likely to be seriously flawed if it neglects new technological changes and repercussions. Information technology and organizational learning are both critical to attaining and sustaining competitive advantage. Based on these premises, and on the increasingly evident obsolescence of the traditional, hierarchical business model, the author takes an integrated approach to the discussion of organizational learning, new value propositions, supply-chain optimization, e-commerce, new perspectives on business process reengineering, collaborative business models, globalization of business, and the continuing trend toward virtual integration. This book is not another tired exhortation to take advantage of technology to improve corporate performance. One cannot utilize technology to its full potential without also overhauling the rigid, hierarchical business model that was designed for the command-and-control corporate environment of the industrial era. Tsai takes a comprehensive view of everything that needs to be done in order to make the most of emerging technologies. The new information economy calls for companies that foster strategic collaboration through a more horizontal organizational structure. A more synchronized supply chain yields better customer service, higher quality, faster delivery, and lower inventory. In the customer-centric environment, a new value proposition is essential. Business processes must be fast, focused, flexible, responsive, and nimble. With the knowledge gained from this book, one should be able to face the future with an ability and capacity to discern technology policies and make decisions concerning strategic positioning and competitive business strategy.
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33

Aiyar, Yamini. Lessons in State Capacity from Delhi's Schools. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780198922667.001.0001.

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Abstract What will it take to build high-performing, purpose-oriented public systems in India? In answering this question, it is all too common to dismiss the voices of India’s army of frontline officers charged with running schools and health centres and delivering the vast array of public services to citizens. Weak state capacity is a well-recognized reality that has contributed to the persistent poor quality of public services (poor learning outcomes, broken health care, gaps in the provision of water, sanitation, law and order) in India. In public debates on the Indian state, the frontline is seen as the problem. This book pushes back on this dominant discourse by training an empathetic ear to the voices of the frontlines of the Indian State. It does so through a thick descriptive account of an ambitious effort to improve the quality of Government schools, specifically its ability to equip students with basic foundational literacy and numeracy, in the city-state of Delhi. It documents the trials and tribulations of teachers, heads of schools, bureaucrats, and reformers as they struggled to implement reforms. In doing so, it offers new insights into what it takes to build state capacity and embed reform ideas into the public system. In doing so, this book makes the case for reframing the debate on state capacity to focus on the centrality of organizational culture, professional identity, and aligning management practices with mission oriented purpose as the critical ingredients of building state capacity and entrenching a learning-oriented approach in the education system.
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34

Halvorsen, Tor, Skare Orgeret, and Roy Krøvel. Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020. African Minds, 2019. http://dx.doi.org/10.47622/9781928502005.

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In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development'in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.
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