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Books on the topic 'Involved learning'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Nicole, Ashby, and Educational Resources Information Center (U.S.), eds. (Families involved in learning). U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

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2

United States. Office of Educational Research and Improvement. Media and Information Services. and Educational Resources Information Center (U.S.), eds. Families get involved!: Learning partners. U.S. Dept. of Education, Office of Educational Research and Improvement, Media and Information Service], 1997.

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3

J, Stiggins Richard, ed. Student-involved assessment for learning. 4th ed. Pearson/Merrill Prentice Hall, 2005.

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4

Slaughter, R. M. Managing the change process involved in developing schools' outdoor learning environments. University of Surrey, 1993.

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5

Williamson, Jean. Staff development needs of teachers involved with open learning: An enquiry into the staff development needs of teachers involved with open learning in secondary schools. The author], 1994.

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6

Arter, Judith A. Practice with student-involved classroom assessment: A workbook and learning team guide. Assessment Training Institute, 2001.

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7

Taylor, Sue. Getting employers involved: Improved work-based learning through employer links : report and good practice guidelines. Learning and Skills Development Agency, 2001.

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8

Hampshire (England). County Council. Education Department. Design for learning: A guide for architects, governors and heads involved in major school buildings projects. Hampshire County Council, 1996.

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9

Black, H. D. Modules: Teaching, learning and assessment : the views of students, staff and employers involved in the National Certificate. Scottish Council for Research in Education, 1991.

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10

Ruth, Townsley, ed. Getting involved in choosing staff: A resource pack for supporters, trainers and staff working with people with learning difficulties. Pavilion, 1997.

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11

Breland, Kim. Let 'em go: How to support youth in creating their own solutions : learning from the Street-Involved Youth Harm Reduction Project. Addiction Research Foundation, 1998.

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12

Brock, Eve. Sex matters, issues of sexuality and sex education: A workshop for carers and staff involved with people who have learning difficulties. Edited by Alcoe Jan. Pavilion Publishing, 1990.

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13

Breland, Kim. Let 'em go: How to support youth in creating their own solutions : learning from the Street-Involved Youth Harm Reduction Project. Addiction Research Foundation, 1998.

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14

Osborne, Elizabeth S. A Study of the responses of three public library authorities to the issues involved in the provision of the open learning materials. University of Central England in Birmingham, 1995.

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15

Dearling, Alan. Organising successful learning events: A guide to planning and running conferences, seminars and workshops for anyone involved in facilitating training in the people services. Russell House, 2003.

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16

Scotland, NHS. It's my choice: Information to young people with learning disabilities, their carers and professionals involved in their support about the process of transition from secondary school. Nansen Highland, 2004.

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17

Thomas, Erica. Respect!: A guide to understanding anti-oppressive practice for youth workers and those involved in community work, community education, community-based adult learning, parenting education and support. HLB Associates, 2004.

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18

Howlett, Bernadette. Intensive Interaction with David: An action research investigation which involved developing a technique know asIntensive Interaction with a young boy called David who has profound and multiple learning disabilities.... University of Birmingham, 1995.

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19

Eitington, Julius E. The winning trainer: Winning ways to involve people in learning. 3rd ed. Gulf Pub. Co., 1996.

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20

Family Involvement Partnership for Learning (U.S.) and Educational Resources Information Center (U.S.), eds. Partners for learning: Preparing teachers to involve families : teacher and administrator preparation kit. Partnership for Family Involvement in Education, 1998.

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21

Student-involved assessment for learning. 5th ed. Pearson / Merrill Prentice Hall, 2008.

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22

Student-involved assessment for learning. Pearson Education, 2016.

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23

Student-involved Assessment for Learning. Pearson Laureate Education Inc., 2005.

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24

Stiggins, Rick, and Jan Chappuis. Introduction to Student-Involved Assessment for Learning. Pearson Education, Limited, 2016.

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25

Stiggins, Rick, and Jan Chappuis. Introduction to Student-Involved Assessment for Learning. Pearson Education Canada, 2016.

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26

Stiggins, Rick. Student-Involved Assessment FOR Learning (4th Edition). Prentice Hall, 2004.

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27

Stiggins, Rick. Student-Involved Assessment FOR Learning (4th Edition). 4th ed. Prentice Hall, 2004.

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28

Introduction to Student-Involved Assessment for Learning. Pearson Education, Limited, 2015.

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29

An Introduction to Student-Involved Assessment FOR Learning. Pearson, 2016.

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30

Menegale, Marcella. Autonomy in Language Learning: Getting Learners Actively Involved. Independently Published, 2019.

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31

Stiggins, Rick, and Jan Chappuis. Introduction to Student-Involved Assessment for Learning, An (Subscription). Pearson Education, Limited, 2011.

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32

Stiggins, Rick. Introduction to Student-Involved Assessment for Learning, An (5th Edition). 5th ed. Prentice Hall, 2007.

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33

Stiggins, Rick. OneKey WebCT, Student Access Code Kit, Student-Involved Assessment for Learning. Pearson Education, Limited, 2007.

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34

Consideration of Some Major Learning Principles Involved in Effective Training Film Production. Creative Media Partners, LLC, 2021.

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35

Stiggins, Rick J.; Chappuis, Jan. An Introduction to Student Involved Assessment for Learning (Instructor's Edition), sixth edition. Pearson, 2012.

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36

Judith A Arter & Kathleen U. Busick. Practice with student-involved classroom assessment: A workbook and learning team guide. Assessment Training Institute, 2001.

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37

Consideration of Some Major Learning Principles Involved in Effective Training Film Production. Creative Media Partners, LLC, 2021.

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38

Logsdon, Audrey, and Angel Tyre. Other Woman: Learning to Co-Exist with Another Woman When Children Are Involved. Independently Published, 2019.

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39

Bauer, Elizabeth P., and Denis Paré. Behavioral Neuroscience of Circuits Involved in Fear Processing. Edited by Israel Liberzon and Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0002.

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Normal fear regulation includes the ability to learn by experience that some circumstances predict danger. This process, which can be modeled in the laboratory using Pavlovian fear conditioning, appears to be disrupted in individuals with post-traumatic stress disorder (PTSD). Understanding of the mechanisms underlying fear learning has progressed tremendously in the last 25 years, and constitutes a promising paradigm to study the neural bases of PTSD. This chapter first reviews current knowledge of the brain structures involved in fear learning, expression and extinction, including the contri

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40

Heim, Christine, and Charles B. Nemeroff. Neurobiological Pathways Involved in Fear, Stress, and PTSD. Edited by Israel Liberzon and Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0012.

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The symptoms of post-traumatic stress disorder (PTSD) are believed to reflect an inadequate adaptation of neurobiological systems to exposure to severe stressors. A vast number of studies have revealed multiple alterations in neuroendocrine and neurochemical systems in patients with PTSD. It is now evident that certain neurobiological changes in PTSD actually reflect preexisting vulnerability factors that contribute to maladaptive physiological and behavioral responses to traumatic exposure, as well as altered learning and extinction of fear memories. These results suggest the development of n

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41

DisabilityCPD: Continuing Professional Development for Staff Involved in the Learning and Teaching of Disabled Students. University of Gloucestershire, 2006.

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42

Stiggins, Rick, and Jan Chappuis. MyLab Education Correlation Guide (Download Only) for an Introduction to Student-Involved Assessment for Learning. Pearson Education, Limited, 2019.

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43

Engaging The Disengaged Student A Quickreference Resource To Help Educators Get Students Actively Involved In Learning. Incentive Publications, 2009.

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44

Learning together: Keeping teachers and students actively involved in learning by writing across the curriculum ; a sourcebook of ideas and writing exercises. New Forums Press, 2001.

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45

Smilde, Rineke. Community Engagement and Lifelong Learning. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.32.

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This chapter discusses the relationship of community engagement through music and the concept of lifelong learning, which is a dynamic concept of learning that enables us to respond to change. Underpinning the work of community musicians is the notion that artistic processes can have transformative potential that can bring about a sense of community, inclusion, and collective identity. Three case studies of community engagement will be explored with different aims and points of departure but with shared values and approaches, comprising important aspects of the concept of lifelong learning. Ou

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46

Brozmanová Gregorová, Alžbeta, Jana Javorčíková, Petra Strnádová, et al. E-service-learning guideline for community partners. Belianum. Publishing house of Matej Bel Univeristy in Banská Bystrica, 2025. https://doi.org/10.24040/2024.9788055722177.

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This manual is dedicated to the community partners involved or planning to be involved in the e-Service-learning (e-SL) projects. It should improve understanding of e-SL and prepare community partners for participation in the mutual beneficiary partnership in e-SL projects with university students and teachers.

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47

Zollman, Kevin J. S. Learning to Collaborate. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680534.003.0003.

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This article presents a rudimentary model of collaboration with the aim to understand the conditions under which groups of scientists will endogenously form optimal collaborative groups. By analyzing the model with computer simulations, I uncover three lessons for collaborative groups. First, in reducing the cost borne by scientists from collaborating, one benefits the members of the group. Second, increasing the number of potential collaborative partners benefits all those involved in a collaborative group. Finally and counter intuitively, this model suggests that groups do better when scient

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48

Leonard, David C. Learning Theories. Greenwood Publishing Group, Inc., 2002. http://dx.doi.org/10.5040/9798400677885.

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Swift changes in educational technology are transforming the landscape of our society and how we transfer knowledge in a digital world. Teachers, administrators, and education students need to stay abreast of these developments. Yet while the new educational software, technologies, and networks may be available, the learning theories and methods required to take complete advantage of the tools are often neglected. Learning theories are a crucial element of education studies for anyone involved with students from pre-school to higher education and business training. This book is a substantive d

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49

Magnuson, Doug, Mikael Jansson, and Cecilia Benoit. The Experience of Emerging Adulthood Among Street-Involved Youth. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190624934.001.0001.

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The Experience of Emerging Adulthood Among Street-Involved Youth tells the story of young people who were street-involved from their early to middle teens and into their 20s, particularly their experiences of emerging adulthood while struggling toward young adulthood and independence. These youth experienced emerging and early adulthood earlier than other youth while living independently of guardians, detached from formal education, and working in the underground economy. After leaving their guardians they were choosing how to be different than their family, learning to cope with instability,

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50

Lonigan, Christopher J. Specific Learning Disabilities. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.16.

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Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issu

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