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Books on the topic 'Increased student learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Andresen, Lee. The influence of class size on teaching and learning law at the University of New South Wales: A study of student and staff perspectives during the 1989/1990 trials of increased class size. University of New South Wales, Professional Development Centre, 1991.

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2

Creating integrated curriculum: Proven ways to increase student learning. Corwin Press, 1998.

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3

Elena, Grigorenko, ed. Teaching for successful intelligence: To increase student learning and achievement. 2nd ed. Corwin Press, 2008.

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4

Shellard, Elizabeth. Harnessing the power of teacher collaboration to increase student learning. Education Research Service, 2004.

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5

Spencer, Sally (Sally A.), 1955-, ed. Collaborate, communicate, & differentiate!: How to increase student learning in today's diverse schools. Corwin Press, 2011.

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6

Shellard, Elizabeth. Writing across the curriculum to increase student learning in middle and high school. Educational Research Service, 2004.

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7

Silver, Harvey F. Math tools, grades 3-12: 64 ways to differentiate instruction and increase student engagement. Corwin Press, 2008.

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8

Silver, Harvey F. Math tools, grades 3-12: 64 ways to differentiate instruction and increase student engagement. Corwin Press, 2008.

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9

Radojevic, Nancy. Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills. Brock University, Faculty of Education, 2006.

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10

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching visi

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11

Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to

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12

Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Indiana University Press, 2017.

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13

Pace, David. Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Indiana University Press, 2017.

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14

Paradigms for Decoding the Disciplines: Seven Steps to Increased Student Learning. Indiana University Press, 2017.

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15

Reksten, Linda E. Using Technology to Increase Student Learning. Corwin Press, 2000.

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16

Using Technology to Increase Student Learning. Corwin Press, 2000.

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17

Mayes, Renae D., Erik M. Hines, and James L. Moore III. Where the Rubber Meets the Road. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0018.

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Greater literature on twice exceptionality has led to increased understanding and practical applications in supporting the success of students. However, much of the literature does not take into consideration the intersection of giftedness, disability, and cultural identities, which can significantly shape the experience of students in school. This chapter focuses on these intersecting identities through a case study of a gifted African American student with a learning disability. This case study illustrates both the challenges and strengths that this student faced in his K-12 educational purs

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18

Sternberg, Robert J., and Elena L. Grigorenka. Teaching for Successful Intelligence: To Increase Student Learning and Achievment. Skyhorse Publishing Company, Incorporated, 2016.

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19

Teaching for Successful Intelligence: To Increase Student Learning and Achievement. Corwin Press, 2000.

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20

Grigorenko, Elena L., and Robert J. Sternberg. Teaching for Successful Intelligence: To Increase Student Learning and Achievement. Skyhorse Publishing Company, Incorporated, 2016.

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21

Grigorenko, Elena L., and Robert J. Sternberg. Teaching for Successful Intelligence: To Increase Student Learning and Achievement. Corwin Press, 2007.

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22

Grigorenko, Elena L., and Robert J. Sternberg. Teaching for Successful Intelligence: To Increase Student Learning and Achievement. Corwin Press, 2007.

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23

Dr. Felicia Durden Ed.D. Visible Learning Day by Day: Hands-On Teaching Tools Proven to Increase Student Achievement. Ulysses Press, 2018.

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24

The First Year of Teaching: Classroom Research to Increase Student Learning. Teachers College Press, 2014.

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25

The First Year of Teaching: Classroom Research to Increase Student Learning. Teachers College Press, 2014.

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26

Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning. Stylus Publishing, 2015.

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27

Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning. Stylus Publishing, 2015.

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28

Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and construc

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29

Kornell, Nate, and Bridgid Finn. Self-Regulated Learning. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.

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Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test on

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30

Leaving to Learn: How Out-Of-School Learning Increases Student Engagement and Reduces Dropout Rates. Heinemann, 2013.

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31

Thomas, Sharon. The forgotten half: A study of how to increase the learning outcomes of the middle student. 1992.

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32

McNeece, Alexander. Launching and Consolidating Unstoppable Learning: Student Engagement Strategies to Support Growth Mindsets and Increase Learner Autonomy. Solution Tree Press, 2018.

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33

Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. Corwin Press, 2007.

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34

Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. Corwin Press, 2007.

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35

Gaunt, Helena. Apprenticeship and empowerment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0003.

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This chapter considers ways in which pathways to creative performance are supported through one-to-one lessons between a student and a specialist teacher. One-to-one interactions are generally considered central to the development of western classical musicians and traditionally have been conceived in terms of apprenticeship. More recently, however, understanding of the socially constructed nature of learning, including the essential parts played by peer interactions and engagement in communities of practice, has increased. In addition, the importance of collaboration in facilitating and chann

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36

Engage 4 Learning : How to Increase Learning, Reset Mind-Body States and Engage Challenging Students Using the 4 Main Brain Systems. n/a, 2010.

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37

Dunbar, Monica. Morning Meetings and Closing Circles: Classroom-Ready Activities That Increase Student Engagement and Create a Positive Learning Community. Ulysses Press, 2020.

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38

Math Tools, Grades 3-12: 60+ Ways to Build Mathematical Practices, Differentiate Instruction, and Increase Student Engagement. Corwin, 2012.

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39

Punske, Jeffrey, Nathan Sanders, and Amy V. Fountain, eds. Language Invention in Linguistics Pedagogy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198829874.001.0001.

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This volume brings together multiple emerging strands of interest in language and linguistics. First is increasing attention on pedagogical scholarship in linguistics, signaled by the 2013 addition to the flagship journal Language of a series on Teaching Linguistics (see for example Sanders 2016) and by many recent panels and workshops on pedagogy at linguistics conferences around the world. Additionally, public outreach has gained greater prominence in the field, with linguists becoming more active and engaged with the public on social media and in podcasts. There has also been an increase in

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40

Marschark, Marc, Harry G. Lang, and John A. Albertini. Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.001.0001.

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Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessi

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41

Gilman, Bobbie, and Dan Peters. Finding and Serving Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0002.

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Gifted children with coexisting disabilities—the twice exceptional or 2e—exhibit complex patterns of strengths and weaknesses. Either exceptional ability or disability may mask the other, or combined exceptionalities may appear average. A case study illustrates how interpretation of changes in special education law may overlook 2e students who perform too well to qualify for services yet have disabilities significant enough to undermine success as the demands of their education increase. Department of Education policy letters are discussed, especially regarding a state’s right to condition ser

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42

Dammeyer, Jesper. Mental Health and Psychosocial Well-Being in Deaf and Hard-of-Hearing Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0021.

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This chapter considers two main explanations for the high prevalence of mental disorders among children with congenital deafness. The first is a medical explanation and focuses on the possibility of shared biologic causes for the hearing loss and the associated mental disorders. The second is multifactorial and focuses on interrelated psychological and social factors, in particular the psychosocial impact of a child’s delay in learning language. According to this account, hearing loss risks language delay, which in turn risks delays in social and cognitive development, which in turn increases

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43

Janssen, Markus, and Thomas Wiedenhorn, eds. School adoption in teacher education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830992639.

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School adoption is an ambitious and innovative partnership model in teacher education which offers unique opportunities for in-service and pre-service teachers. At its core, teachers leave their school to be adopted by teacher students for one week. While the teachers engage in a professional development course outside the school, they are fully substituted by teacher students, who thus have an increased responsibility for the pupils’ learning, for the organizational matters of the school and for their own professional development. In this volume, we present different international concepts of

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44

Rogers, Holly, and Margaret Maytan. Mindfulness for the Next Generation. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190905156.001.0001.

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College students and other young adults today are experiencing high levels of stress as they pursue personal, educational, and career goals. In recent years there has been increased awareness of the seriousness of these struggles, which may increase the risk of psychological distress and mental illness among this age group now commonly referred to as “emerging adults.” Scientific research has shown that practicing mindfulness can help manage stress and enhance quality of life, but traditional methods of teaching mindfulness and meditation are not always effective for emerging adults. Mindfulne

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45

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university

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46

Pérez Encinas, Adriana, and Eva M. De la Torre, eds. Erasmus Skills. Universidad Autónoma de Madrid, 2021. http://dx.doi.org/10.15366/9788483447802.

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Students participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution – higher education institutions (HEIs) in our case. The supporting role of HE

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47

Mukama, Evode, and Laurent Nkusi. Ubushakashatsi mu Bumenyi Nyamuntu n’Imibanire y’Abantu. African Minds, 2019. http://dx.doi.org/10.47622/9781928331971.

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Research in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security. Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students. Utilising the languages that researchers, students and teachers, policymakers, the community, an

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48

Bermingham, Vera, and Carol Brennan. Tort Law Directions. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198805359.001.0001.

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Without assuming prior legal knowledge, books in the Directions series introduce and guide readers through key points of law and legal debate. Questions, diagrams, and exercises help readers to engage fully with each subject and check their understanding as they progress. This book covers all the core areas of tort law, combining an engaging approach with plenty of learning features. It provides a detailed introduction to the key principles of tort law, and illustrates the points of law through discussions of important court cases. Key cases are discussed to illustrate the main principles of t

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49

Brennan, Carol, and Vera Bermingham. Tort Law Directions. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198853923.001.0001.

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Without assuming prior legal knowledge, books in the Directions series introduce and guide readers through key points of law and legal debate. Questions, diagrams, and exercises help readers to engage fully with each subject and check their understanding as they progress. This book covers all the core areas of tort law, combining an engaging approach with plenty of learning features. It provides a detailed introduction to the key principles of tort law, and illustrates the points of law through discussions of important court cases. Key cases are discussed to illustrate the main principles of t

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50

Educational Resources Information Center (U.S.), ed. Notes for educators working with students who are deaf-blind: The role of the teacher in facilitating interaction adapting classroom materials & activities grouping strategies to increase interaction cooperative learning strategies. Developmental Disabilities Center, St. Luke's/Roosevelt Hospital Center, 1994.

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